Gr7 Making A Living S2

GRADE 7
MAKING A LIVING
STRAND 2: BETTER LIVING
COURSE BOOK 2
Name: ______________________________________________
Address: _______________________________________________
___________________________________________________
District/ Province: ________________________________________
________________________________________
FLEXIBLE OPEN AND DISTANCE EDUCATION

PRIVATE MAIL BAG, P.O.WAIGANI, NCD
DEPARTMENT OF EDUCATION
PAPUA NEW GUINEA
GR 7 MAL S2 WRITERS & EDITORS
Compiled by: Lucy Joseph
Department Editors: Doris Payok

Ursula Miria
Subject Content Editor: Silas Umaropi
Sub-editors: Lorrain Achee

Erica Inai
Late Andale Ipatas
Regina Mabia
Loretta Melkesi
Armstrong Rupa
Eddie Sarufa
Joyce Pogla
GR 7 MAL S2 1 TITLE
GRADE 7
MAKING A LIVING
STRAND 2
BETTER LIVING
In this strand you will learn about;
SUBSTRAND 1: HEALTHY LIVING
SUBSTRAND 2: CARE AND MANAGEMENT
SUBSTRAND 3: WISE CONSUMER
SUBSTRAND 4: MAKING THINGS

GR 7 MAL S2 2 ACKNOWLEDGMENT & ISBN
Acknowledgements
We acknowledge the contributions of all Primary Teachers who in one way or

another helped to develop this course.
Our profound gratitude goes to the former Principal, Mr Demas Tongogo for
leading FODE team towards this great achievement. Special thanks to the staff
of MAL and Business Studies Department of FODE who played an active role in
coordinating writing workshops, outsourcing lesson writing and editing
processes.
We also acknowledge the professional guidance provided by Curriculum and

Development Assessment Division throughout the processes of writing and, the
services given by member of the Primary Section and Academic Committees.
The Course Book was developed with the support and funding of the GO- PNG
FODE World Bank Project.
DIANA TEIT AKIS
PRINCIPAL
Published in 2017 by the Flexible, Open and Distance Education

© Copyright 2017, Department of Education, Papua New Guinea
All rights reserved. No part of this publication may be reproduced, stored in a

retrieval system, or transmitted in any form or by any means electronic, mechanical,
photocopying, recording or otherwise without prior permission of the publisher.
Printed by the Flexible, Open and Distance Education

ISBN: 978- 9980-87-207-4
National Library Services of Papua New Guinea
GR 7 MAL S2 3 CONTENTS
TABLE OF CONTENTS
Strand introduction ................................................................................................................. 5
Study Guide ................................................................................................................. 6
Substrand 1: Healthy Living ..................................................................................... 9
Healthy Living: Introduction .................................................................................................. 10
Lesson 1: Nutritious and Food Groups .......................................................... 11
Lesson 2: Nutritious Diet and Food Sources ................................................. 19
Lesson 3: Nutritious Diet requirements for Different People ...................................... 27
Lesson 4: Planning Nutritious Meals.............................................................. 35
Answer to Practice Exercises 1-4 ............................................................ 41-46
Substrand 2: Care and Management ................................................................................ 47

Care and Management: Introduction ......................................................................... 48
Lesson 5: Reasons for Regular Repair and Maintenance ............................. 49
Lesson 6: Repair and Maintenance Needs Analysis ................................................. 57
Lesson 7: Repair and Maintenance Work ...................................................... 63
Answers to Practice Exercises 5 - 7 ........................................................ 71-76
Substrand 3:Wise Consumer.................................................................................. 77

Wise Consumer: Introduction ............................................................................................... 78
Lesson 8: Consumer Rights and Responsibilities .......................................... 79
Lesson 9: Organisations Concerned With Consumer Affairs ......................... 85
Lesson 10: Qualities of a Wise Consumer ................................................................ 91
Answers to Practice Exercises 8 - 10 .....................................................99-104
Substrand 4: Making Things................................................................................. 105

Making Things: Introduction ............................................................................................... 106
Lesson 11: Identifying a Family or Community Need .................................. 107
Lesson 12: Meeting a Family or Community Need ...................................... 113
Lesson 13: Designing or Modifying a Product or a Facility ...................................... 119
Answers to Practice Exercises 11 – 13.................................................125-130
Answers To Strand 2 Lesson Activities.................................................131-143
GR 7 MAL S2 4 MESSAGE
SECRETARY’S MESSAGE
Achieving a better future by individual students and their families, communities or the
nation as a whole, depends on the kind of curriculum and the way it is delivered.
This course is part and parcel of the new reformed curriculum. The learning
outcomes are student – centred and allow them to be demonstrated, assessed or
measured.
It maintains the rationale, goals, aims and principles of the national curriculum and
identifies the knowledge, skills, attitudes and values that students should achieve.
This is a provision by Flexible, Open and Distance Education as an alternative

pathway of formal education.
The course promotes Papua New Guinea values and beliefs which are found in our
Constitution, Government policies and reports. It is developed in line with the
National Education Plan (2005 -2014) and addresses an increase in the number of
school leavers which has been coupled with a lack of access to secondary and
higher educational institutions.
Flexible, Open and Distance Education curriculum is guided by the Department of

Education‘s Mission which is fivefold:
 To facilitate and promote the integral development of every individual

 To develop and encourage an education system which satisfies the
requirements of Papua New Guinea and its people
 To establish, preserve and improve standards of education throughout Papua
New Guinea
 To make the benefits of such education available as widely as possible to all
of the people
 To make the education accessible to the poor and physically, mentally and
socially handicapped as well as to those who are educationally
disadvantaged.
The college is enhanced to provide alternative and comparable pathways for

students and adults to complete their education through a one system, many
pathways and same outcomes.
It is our vision that Papua New Guineans harness all appropriate and affordable
technologies to pursue this program.
I commend all those teachers, curriculum writers and instructional designers who
have contributed so much in developing this course.
GR 7 MAL S2 5 INTRODUCTION
STRAND 2: INTRODUCTION
Welcome to Strand 2 of Grade 7 Making A Living.
This strand will help you to develop the essential skills and knowledge
needed to identify individual, family and community needs and produce
goods to meet those needs through effective management of resources,
including time, money and labour to achieve a safe, productive and
healthy lifestyle.
The strand focuses on food preparation to meet nutritional requirements
from mostly local food sources, and promotes creativity and innovations.
You should also develop problem solving and decision making skills.
Then apply this in practical and real life situations to improve your
standard of living.
The strand ‘Better Living’ incorporates the following substrands;

 Healthy Living  Wise Consumer
 Care and Management  Making Things
Substrand 1: Healthy Living

In this Substrand you will learn to develop the best and safe practices for maintaining
and promoting a healthy way of living. You will understand the importance of nutrition
and use appropriate methods to prepare food for personal consumption or to earn
income.
Substrand 2: Care and Management

In this substrand you will investigate areas within the school and home that need
improvement and carry out appropriate actions to create a safe and pleasant place in
which to work and live. You will be involved in activities to improve and maintain
physical aspects of the school and home environment.
Substrand 3: Wise Consumer

In this Substrand, you will develop skills of money management and be able to make
informed decisions about goods and services available for you to access. You will
develop an understanding about your rights and responsibilities as a consumer and
apply effectively money management skills. You will identify organizations that
provide goods and services too. You will also appreciate and develop an
understanding of the importance of marketing, communication and technological
skills in managing an enterprise.
Substrand 4: Making Things

In this substrand, you will identify and use a range of appropriate materials,
techniques, tools and equipment to create and produce an item or a product that
benefits the individual or community.
Each lesson has lesson activities for you to do, followed by the practice exercises.
The answers to the practice exercises are at the end of their respective substrand.
The answers to the lesson activities are at the end of the strand book.
The course book is accompanied by the supplementary book. The supplementary

book provides more and useful information for the practice exercises, the assignment
and the project.
GR 7 MAL S2 7 STUDY GUIDE
STUDY GUIDE
Step 1: Start with Substrand 1, study Lesson 1 and do the Lesson Activities as
you go along. When you have completed Lesson 1, do Practice Exercise
1.
Step 2: When you have completed Lesson 1 Activities and Practice Exercise 1,
turn to the back the end of the Substrand and Strand Book to correct your
answers. The answers for your Practice Exercises are at the end of the
Substrand. While the answers for your Lesson Activities are at the end of
the Strand Book.
Step 3: If you make any mistake, go back to the Lesson or your Readings in the
Supplementary Book, revise well and try to understand why you gave an
incorrect answer
Step 4: When you have completed steps 1 to 3, tick the box for Lesson 1 on the
contents page (page iii) like this,
Strand 1: Healthy Living
√ Lesson 1: Nutritious and Food Groups
√
Step 5: Go to Lesson 2 and repeat the same process until you complete all the
Lessons in Substrand 1
Step 6: After completing your Lessons and Practice Exercises in each Substrand,
Then, complete each Substrand Test in the Assignment Book
Step 7: After you have studied the whole Strand, do also the Strand Examination
in the Assignment Book 2
Step 8: Check through your Assignment Book 2, when you are satisfied, then go
ahead and do Project Book 2
Icons
Introduction Lesson Activity Reading Summary

Practice Exercise
Assessment
There are two types of assessments books for this Strand. The first one is the
Assignment Book which contains the substrand tests and the strand examination.
The second one is the Project Book. Both Assessment Books are out of 100 marks.
Your Assignment and Project Book will be marked by your distance teacher. The
marks you score will count towards your final mark and grade.
If your score is less than 50%, you must repeat that Assessment. If you continue to
score less than 50% in your assessment three times, then, your enrolment will be
cancelled, and you need to re –enroll if you wish to continue this Course.
GR 7 MAL S2 8 STUDY GUIDE
Study Schedule
Here is a Study Schedule. It will guide you to complete your Strand 2: Better Living
Course Book and its assessment.
WEEKS SUBSTRAND / ASSESSMENT COMMENTS

LESSON NUMBER
1-2 Substrand 1 Substrand 1 Test

Lessons 1- 4

Lessons 5 - 7

Lessons 8 – 10
7-8 Substrand 4 Subtrand 4 Test

Lessons 11 -13
9 Strand Examination
and Project 2
9 Submit your Assignment Book 2 and Project Book 2 to your Provincial
Centre for marking
Remember:
As you complete each lesson, tick the box on the contents’ page. This helps you
keep a record of your study progress.
All the best and enjoy your studies with FODE – Making a Living
GR 7 MAL S2 9 TITLE PAGE
SUBSTRAND 1
HEALTHY LIVING
In this substrand, you will learn about:
 Positive and negative aspects of nutritious diets
 Local food sources and their nutritional values and

suggest how you might improve your own diet
 Plan nutritious meals to meet nutritional requirements of

different groups of people
 Suggest and apply practical ways to produce, obtain,

prepare and preserve food
SUBSTRAND 1: HEALTHY LIVING
Welcome to Substrand 1: Healthy Living. It refers to a lifestyle showing

and promoting good health. Healthy living results from developing and
practising healthy and positive attitudes. Eating healthy food is one of
the fundamental aspects of healthy living. Food and Nutrition are
important to the physical and mental health of people because what we
eat directly affects our body and mind. Simple and accurate information
about food and their nutritional functions contribute to healthy living.
Therefore, we need to understand food, their nutritional values and their
functions in the body.
This substrand consists of four lessons. Each lesson has supplementary readings
after the Practice Exercises.
Lesson 1: Food and Food Groups

This lesson is about food, nutrition and the importance of a balanced meal. You will
classify different food into the appropriate food groups according to their nutrient
contents and explain the functions of each food group in the human body.
Lesson 2: Nutritious Diets and their Food Sources

This lesson covers aspects of nutritional and poor diets. You will assess your own
diet and make suggestions to improve it. You will also identify where to obtain
nutritious food and describe the appropriate methods to process, prepare and
preserve them. Appropriate food preparation methods must be employed to prepare
food in order to retain most of the nutrients.
Lesson 3: Nutritional Diet requirements for different people

This lesson talks about nutritional diet requirements for different groups of people.
You will explain why each of these groups of people have specific diet requirements.
You then will plan simple meals to meet their nutritional requirements.
Lesson 4: Planning Nutritious Meal

This lesson discusses the factors to be considered when planning and preparing a
nutritious meal for an occasion. The factors include general benefits, safety, the cost
and source of different types of food. You will then plan for a practical food
preparation for an occasion considering all these factors.
Nutritious fresh vegetables

Source: Internet-2013.
GR 7 MAL S2 12 SS1 LESSON 1
Lesson 1: Food and Food Groups
Introduction:
Welcome to Lesson 1 of Strand 2, Substrand 1. In this lesson you will
learn about Food and Food Groups.
Your Aims:
 Discuss different types of food and their nutritional values
 Classified food into appropriate food groups according to nutrient
contents
 Explain functions of food groups
 Explain importance of balanced meal
Why is it important to learn about food and its nutrients?

People eat different types of food. What is called food for one group and young of
people could be poisonous to another. Do you know that in some parts of Africa,
China and Taiwan men drink fresh cow‘s blood to make them strong, stay fit?
We must learn about the food and their nutrients because our health depends on the
type and amount of food we eat each day. What we eat directly affects our health. It
is important that people eat enough of the right kinds of food throughout their lives.
Therefore we need to know which food are the best for us. We also need to know
where our food comes from and how to prepare healthy meals from local sources.
It is important to learn about Food and Nutrition because food is classified into food
groups according to the nutrient contents in each food and its function in our bodies.
Some food contain many nutrients while others have very little or nothing at all. Food
that contain good amounts of a range of nutrients are called nutrient-dense and they
are nutritious or healthy to eat. Those that contain limited range and small amounts
of nutrients but are high in energy are called energy-dense foods. Those food are
mostly fats and sugars also known junk food.
TYPES OF FOOD
Healthy foods Junk foods

Activity 1.1: Complete the activities given below.
1. From the picture on the left, see if you can make two (2) lists, one (1) with healthy
food and the other with junk food.
2. Find pictures of other food and paste them under their respective sections on a
chart. You can also draw some of them. Paste the chart in your house and talk to
your family members about benefits of eating healthy food and the dangers of eating
junk food.
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What are nutrients and how do they work in our body?

Food contains different substances called nutrients. Nutrients are chemicals found in
food that help the body to work properly.
Nutrition is the study of food and how the body uses it.
Different food contains different amounts of nutrients. Each type of food contains a
main nutrient and a number of other minor nutrients. Each nutrient has a different
function in the body. For example; fish and meat are in the body building (or growth)
food group because they are good sources of protein. However, they also contain
other nutrients like fat, iron, calcium, and vitamin B in lesser quantities. Likewise,
yams and sweet potatoes are from the energy food group because they are a source
of carbohydrates, they also contain lesser amounts of protein, vitamins and minerals.
The food groups

We have learned that each nutrient has a different function in our body. Food can be
classified into groups according to the work of the main nutrients in the body.
Body building or growth food

Proteins are the only nutrient responsible for promoting growth and repair of worn out
tissue. It also has other functions in the body. Excess protein is stored and is used to
provide energy for the body. However, this is a very expensive way of providing
energy for the body because protein food are usually very expensive.
Fish is high in protein Eggs are a good source of protein

Source: Internet- 2013.
When too much protein food is eaten in a meal, the protein provided is in excess; it is
used to provide energy. However, a lack of protein in the body causes a health
condition known as kwashiorkor.
Protective food
Vitamins and minerals protect us from
diseases and can be found mostly in
fruits and green leafy vegetables. This is
the Protective Food group. Protective
nutrients include vitamins and minerals.
Water can also be classified as
protective because of its mineral
contents and its many protective
functions. Protective foods protect our bodies from
illnesses/infections.
Source: Making a Living Book 2.
However, water cannot be classified to any of the groups. Vitamins and minerals are
substances which are needed in small amounts in the body. Vitamins and minerals
are important because they help to keep the body healthy by regulating body
processes and helping the body to produce substances that fight disease causing
agents. They are mostly found in fruits and vegetables, cereals and animal foods.
They have to be eaten on a daily basis to guard us against infection.
Energy food
Food that contain fats and carbohydrates are grouped into the Energy Food group
because these foods give us the strength and energy to work and play.
Energy giving nutrients include carbohydrates and fats. Although proteins also
provide energy, their most important function is to build and repair body tissues.
Carbohydrates are one of the nutrients that provide our bodies with energy. It is the
body‘s most efficient fuel. It is found in foods like kaukau, rice, pasta, cassava and
yam
Another energy giving nutrient - fats and oils. Fat and oil are naturally present in a lot
of food. Fats are different from oils in that fats are solids at room temperature while
oils are liquids at the same temperature. Fats are used to provide energy for the
body. In fact most of the energy used by the heart is obtained from fats.
Apart from providing energy, fat performs many other functions in the body like
protecting various organs, keeping body temperature constant and keeping our hair
glossy and healthy. However, eating too much fatty food is unhealthy for the body.
Foods containing carbohydrates Foods containing mostly fats

Source: Internet 2016.
One of the greatest concerns today is the effect of fat on the heart. Too much fat in
the diet is believed to contribute to heart problems. Fats obtained from marine fish
are considered nutritious because they have high levels of a certain type of acid
which help prevent heart disease.
It is important to note that eating foods that provide too much of the energy-giving
nutrients may not be helpful to the body because it can cause overweight and heart
disease.
Each nutrient has a different function job in our body. The activity below will help you
to identify the three food groups.
Activity 1.2: Complete the activity given below.

Match each description with its correct food group. Write the letter of the correct
answer in the spaces provided.
Descriptions Food Groups

1. Some food contains nutrients which A. Protective Food
give us the strength to work and play,
these are called ________. B. Growth or Body Building Food
2. Some food contain other nutrients
C. Energy Food
which protect us from diseases, these
are called __________.
3. The food which contain the nutrients
that help us to grow and help build new
body tissues are called _________.
Healthy people eat good food. Eating food containing all the nutrients regularly is
important for our health. We need to know about the nutrients in food so that we can
plan, prepare, choose, grow, buy and even sell nutritious foods for proper meals and
snacks.
Healthy child Malnourished child
What is a Balanced Meal?

A balanced meal is one which contains different types of food in such quantities that
the individual need for the various nutrients is adequately met. If we do not eat the
right food in the right amounts, our bodies will not work as well as they should.
Healthy food gives our bodies the nutrients they need to;
 build bones, muscles and a healthy body
 repair and replace worn out cells
 keep all systems working
 keep us healthy.
Eating a variety of food would ensure that all the required nutrients are obtained.
When you do not get all the nutrients your body needs, you may develop what is
called nutrient deficiency or malnutrition. Malnutrition simply means bad nutrition.
These deficiencies can slow the growth of children. Again a person who does not get
proper nutrition during the adolescent years may never reach full height and weight.
So it is very important that we eat not only the right kinds but also the right amounts
of food to obtain the required nutrients.
What are the effects of not eating enough of the right kinds of food?
1. People become sick and it leads to other related illnesses
2. A nation with a sick population is unproductive and remains poor for a long time.
Resources that could be better used for other development activities is
continuously channelled into the health sector to restore the state of national
health.
Summary:
You have come to the end of Lesson 1. In this lesson you learnt that;
 food contains different substances called nutrients. Nutrients are

chemical substances found in food that helps the body to work
properly. Each nutrient has different function/job in our body.
 there are energy giving nutrients, protective nutrients and body
building or nutrients that promote growth.
 all the different types of food are grouped according to their nutrient
content and their respective function in the body.
 good nutrition promotes good health. A balanced diet is a requirement
for all of us.
NOW DO PRACTICE EXERCISE 1 0N THE NEXT PAGE

Practice Exercise 1
1. Explain in your own words the following terms.

(a) Food nutrients
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(b) Balanced meal
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2. Below is a list of foods followed by a table with labels of the four (4) food groups.
Complete the table by writing the food from the list into their appropriate columns.
LIST OF FOODS
 Sweet potatoes  Corn  sago

 Tapioca  Peanuts  ripe banana
 Cooking bananas  Okari nuts  pineapple
 Tomatoes  Pumpkin  pawpaw
 Green vegetables  Coconut, grated  lemon
 Pitpit  young coconut
FOOD GROUPS
ENERGY GROWTH PROTECTIVE FATS AND OIL
3. What does the saying ‗you are what you eat‟ mean? Explain.
___________________________________________________________________
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___________________________________________________________________
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4. State the importance of balanced meals in people‘s diets.
___________________________________________________________________
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CHECK YOUR WORK. ANSWERS AT THE END OF SUBSTRAND 2

GR 7 MAL S2 18 SUPPLEMENTARY READING 1
Supplementary Information 1: Nutrition
What is nutrition?
Nutrition is the process in which living things receive the food necessary for them to
be healthy. Good nutrition means your body is getting all the nutrients, vitamins, and
minerals it need. Eating a healthy diet is the main way to get good nutrition. Good
nutrition aims to achieve and maintain a desirable body composition and high
potential for physical and mental work.
The Basics of Good Nutrition

Staying healthy includes a balanced diet, staying clean, getting plenty of exercise as
well as keeping your heart strong and free of drugs.
People who practice good nutrition, hygiene and exercise patterns develop a lifetime
of habits that will keep them healthy for many years, especially when they are older.
NUTRITION FOOD
Why do you need food?

You need food in order to live. Your body needs food to make energy. Every part of
your body uses energy from food. Your brain uses energy to think. Your heart uses
energy to beat. Your muscles use energy to move. Eating the right kinds of food can
help keep you healthy.
Food Groups
Food is classified into six (6) groups. They need to be consumed on a daily basis as
part of good nutrition. Nutritional guidelines recommend eating a variety of foods from
all the six food groups, in specific amounts, to ensure good nutrition is maintained for
all ages.
 The Food Guide Pyramid below is one way for people to understand how to
eat healthy. It reminds you to be physically active every day, or most days,
and to make healthy food choices. Every part of the pyramid symbol has a
message. A rainbow of coloured, vertical stripes represents the six food
groups.
Turn to the next page to see the food guide pyramid.

THE FOOD GUIDE PYRAMID
Eat a variety of food. A balanced diet is one that includes all the food groups. In other
words, have food from every group, every day.
The meals you eat are made up of parts from more than one food group. Let's take a
look at some examples.
This meal includes a piece of toast with butter, an egg, 2 slices of bacon and a glass of
orange juice. There are 4 different food groups included in this meal.
 butter = From fat group
 eggs and bacon = meat group
 orange juice = fruit group
 toast = grain (bread) group
Meal with four (4) Food Groups.

Remember: Healthy eating does not have to mean giving up foods you like best,
just learn to balance the food choices you make. You can enjoy snacks and
meals while still keeping yourself in good health.
Supplementary Information 2: Origin of the Proverb - You Are

What You Eat
You Are What You Eat
They were stating that t the food one eats has a bearing
on one's state of mind and health.
The actual phrase didn't emerge in English until sometime
later. In the 1920s and 30s, the nutritionist Victor Lindlahr,
who was a strong believer in the idea that food controls
health, developed the Catabolic (ideal) Diet. That view
gained some support at the time and the earliest known
printed example is from an advertisement for beef in a
1923 edition of the Bridgeport Telegraph, for 'United Meet
Victor Lindlahr [sic] Markets'.
"Ninety per cent of the diseases known to man are caused by cheap foodstuffs. You are
what you eat."
In 1942, Lindlahr published You Are What You Eat: how to win and keep health with
diet. That seems to be the vehicle that took the phrase into the public consciousness.
Lindlahr is likely to have also used the term in his radio talks in the late 1930s (now lost
unfortunately), which would also have reached a large audience.
The phrase got a new lease of life in the 1960s. The food of choice of the champions of
this idea was macrobiotic wholefood and the phrase was adopted by them as a saying
for healthy eating. The belief in the diet in some quarters was so strong that when Adelle
Davis, a leading spokesperson for the organic food movement, contracted the cancer
that later killed her, she attributed the illness to the junk food she had eaten at college.
Some commentators have suggested that the idea is from much earlier and that it has a
religious rather than dietary basis. Roman Catholics believe that the bread and wine of
the Eucharist are changed into the body and blood of Jesus.
From Encarta on line, 2011

Supplementary Information 3: Human Nutrition
I. INTRODUCTION
Human Nutrition, study of how food affects the health and survival of the human
body. Human beings require food to grow, reproduce, and maintain good health.
Without food, our bodies could not stay warm, build or repair tissue, or maintain a
heartbeat. Eating the right foods can help us avoid certain diseases or recover faster
when illness occurs. These and other important functions are fuelled by chemical
substances in our food called nutrients. Nutrients are classified as carbohydrates,
proteins, fats, vitamins, minerals, and water.
When we eat a meal, nutrients are released from food through digestion. Digestion
begins in the mouth by the action of chewing and the chemical activity of saliva, a
watery fluid that contains enzymes, certain proteins that help break down food.
Further digestion occurs as food travels through the stomach and the small intestine,
where digestive enzymes and acids breakdown food and muscle contractions push it
along the digestive tract. Nutrients are absorbed from the inside of the small intestine
into the bloodstream and carried to the sites in the body where they are needed. At
these sites, several chemical reactions occur that ensure the growth and function of
body tissues. The parts of foods that are not absorbed continue to move down the
intestinal tract and are eliminated from the body as faeces.
Once digested, carbohydrates, proteins, and fats provide the body with the energy it
needs to maintain its many functions. Scientists measure this energy in kilocalories,
the amount of energy needed to raise 1 kilogram of water 1 degree Celsius. In
nutrition discussions, scientists use the term calorie instead of kilocalorie as the
standard unit of measure in nutrition.
II. ESSENTIAL NUTRIENTS

Nutrients are classified as essential or nonessential. Nonessential nutrients are
manufactured in the body and do not need to be obtained from food. Examples
include cholesterol, a fat like substance present in all animal cells. Essential nutrients
must be obtained from food sources, because the body either does not produce them
or produces them in amounts too small to maintain growth and health. Essential
nutrients include water, carbohydrates, proteins, fats, vitamins, and minerals.
An individual needs varying amounts of each essential nutrient, depending on such
factors as gender and age. Specific health conditions, such as pregnancy, breast-
feeding, illness, or drug use, make unusual demands on the body and increase its
need for nutrients. Dietary guidelines, which take many of these factors into account,
provide general guidance in meeting daily nutritional needs.
III. WATER
If the importance of a nutrient is judged by how long we can do without it, water ranks
as the most important. A person can survive only eight to ten days without water,
whereas it takes weeks or even months to die from a lack of food. Water circulates
through our blood and lymphatic system, transporting oxygen and nutrients to cells
and removing wastes through urine and sweat. Water also maintains the natural
balance between dissolved salts and water inside and outside of cells. Our joints and
soft tissues depend on the cushioning that water provides for them. While water has
no caloric value and therefore is not an energy source, without it in our diets we could
not digest or absorb the foods we eat or eliminate the body‘s digestive waste.
The human body is 65 percent water, and it takes an average of eight to ten cups to
replenish the water our bodies lose each day. How much water a person needs
depends largely on the volume of urine and sweat lost daily, and water needs are
increased if a person suffers from diarrhoea or vomiting or undergoes heavy physical
exercise. Water is replenished by drinking liquids, preferably those without caffeine or
alcohol, both of which increase the output of urine and thus dehydrate the body.
Many foods are also a good source of water—fruits and vegetables, for instance, are
80 to 95 percent water; meats are made up of 50 percent water; and grains, such as
oats and rice, can have as much as 35 percent water.
IV. CARBOHYDRATES
Sources of Dietary Fibre
Vegetables, fruits, grains, and legumes constitute a rich source of dietary fibber.
Composed of the indigestible cell walls of plant material, fibre acts like a scouring
pad to cleanse and flush the digestive tract. Researchers claim it helps eliminate
cancer-causing chemicals and may decrease the amount of cholesterol in the blood
stream.
Carbohydrates are the human body‘s key source of energy, providing 4 calories of
energy per gram. When carbohydrates are broken down by the body, the sugar
glucose is produced; glucose is critical to help maintain tissue protein, metabolize fat,
and fuel the central nervous system.
Glucose is absorbed into the bloodstream through the intestinal wall. Some of this
glucose goes straight to work in our brain cells and red blood cells, while the rest
makes its way to the liver and muscles, where it is stored as glycogen (animal
starch), and to fat cells, where it is stored as fat. Glycogen is the body‘s auxiliary
energy source, tapped and converted back into glucose when we need more energy.
Although stored fat can also serve as a backup source of energy, it is never
converted into glucose. Fructose and galactose, other sugar products resulting from
the breakdown of carbohydrates, go straight to the liver, where they are converted
into glucose.
Starches and sugars are the major carbohydrates. Common starch foods include
whole-grain breads and cereals, pasta, corn, beans, peas, and potatoes. Naturally
occurring sugars are found in fruits and many vegetables; milk products; and honey,
maple sugar, and sugar cane. Foods that contain starches and naturally occurring
sugars are referred to as complex carbohydrates, because their molecular complexity
requires our bodies to break them down into a simpler form to obtain the much-
needed fuel, glucose. Our bodies digest and absorb complex carbohydrates at a rate
that helps maintain the healthful levels of glucose already in the blood.
Wheat Grains
Wheat grains must be ground into flour before they can be made into easily
digestible foods such as pasta and bread. Flour has played an important role in the
diet of Western civilization since ancient times.
(Blair Seitz/Photo Researchers, Inc.)
In contrast, simple sugars, refined from naturally occurring sugars and added to
processed foods, require little digestion and are quickly absorbed by the body,
triggering an unhealthy chain of events. The body‘s rapid absorption of simple sugars
elevates the levels of glucose in the blood, which triggers the release of the hormone
insulin. Insulin reins in the body‘s rising glucose levels, but at a price: Glucose levels
may fall so low within one to two hours after eating foods high in simple sugars, such
as candy, that the body responds by releasing chemicals known as anti-insulin

hormones. This surge in chemicals, the aftermath of eating a candy bar, can leave a
person feeling irritable and nervous.
Many processed foods not only contain high levels of added simple sugars, they also
tend to be high in fat and lacking in the vitamins and minerals found naturally in
complex carbohydrates. Nutritionists often refer to such processed foods as junk
foods and say that they provide only empty calories, meaning they are loaded with
calories from sugars and fats but lack the essential nutrients our bodies need.
In addition to starches and sugars, complex carbohydrates contain indigestible
dietary fibers. Although such fibers provide no energy or building materials, they play
a vital role in our health. Found only in plants, dietary fiber is classified as soluble or
insoluble. Soluble fiber, found in such foods as oats, barley, beans, peas, apples,
strawberries, and citrus fruits, mixes with food in the stomach and prevents or
reduces the absorption by the small intestine of potentially dangerous substances
from food. Soluble fiber also binds dietary cholesterol and carries it out of the body,
thus preventing it from entering the bloodstream where it can accumulate in the inner
walls of arteries and set the stage for high blood pressure, heart disease, and
strokes. Insoluble fiber, found in vegetables, whole-grain products, and bran,
provides roughage that speeds the elimination of feces, which decreases the time
that the body is exposed to harmful substances, possibly reducing the risk of colon
cancer. Studies of populations with fiber-rich diets, such as Africans and Asians,
show that these populations have less risk of colon cancer compared to those who
eat low-fiber diets, such as Americans. In the United States, colon cancer is the third
most common cancer for both men and women, but experts believe that, with a
proper diet, it is one of the most preventable types of cancer.
Nutritionists caution that most Americans need to eat more complex carbohydrates.
In the typical American diet, only 40 to 50 percent of total calories come from
carbohydrates—a lower percentage than found in most of the world. To make
matters worse, half of the carbohydrate calories consumed by the typical American
come from processed foods filled with simple sugars. Experts recommend that these
foods make up no more that 10 percent of our diet, because these foods offer no
nutritional value. Foods rich in complex carbohydrates, which provide vitamins,
minerals, some protein, and dietary fiber and are an abundant energy source, should
make up roughly 50 percent of our daily calories.
V. PROTEINS
Dietary proteins are powerful compounds that build and repair body tissues, from hair
and fingernails to muscles. In addition to maintaining the body‘s structure, proteins
speed up chemical reactions in the body, serve as chemical messengers, fight
infection, and transport oxygen from the lungs to the body‘s tissues. Although protein
provides 4 calories of energy per gram, the body uses protein for energy only if
carbohydrate and fat intake is insufficient. When tapped as an energy source, protein
is diverted from the many critical functions it performs for our bodies.
Proteins are made of smaller units called amino acids. Of the more than 20 amino
acids our bodies require, eight (nine in some older adults and young children) cannot
be made by the body in sufficient quantities to maintain health. These amino acids
are considered essential and must be obtained from food. When we eat food high in
proteins, the digestive tract breaks this dietary protein into amino acids. Absorbed
into the bloodstream and sent to the cells that need them, amino acids then
recombine into the functional proteins our bodies need.
Animal proteins, found in such food as eggs, milk, meat, fish, and poultry, are
considered complete proteins because they contain all of the essential amino acids
our bodies need. Plant proteins, found in vegetables, grains, and beans, lack one or
more of the essential amino acids. However, plant proteins can be combined in the
diet to provide all of the essential amino acids. A good example is rice and beans.
Each of these foods lacks one or more essential amino acids, but the amino acids
missing in rice are found in the beans, and vice versa. So when eaten together, these
foods provide a complete source of protein. Thus, people who do not eat animal
products (see Vegetarianism) can meet their protein needs with diets rich in grains,
dried peas and beans, rice, nuts, and tofu, a soybean product.
Experts recommend that protein intake make up only 10 percent of our daily calorie
intake. Some people, especially in the United States and other developed countries,
consume more protein than the body needs. Because extra amino acids cannot be
stored for later use, the body destroys these amino acids and excretes their by-
products. Alternatively, deficiencies in protein consumption, seen in the diets of
people in some developing nations, may result in health problems. Marasmus and
kwashiorkor, both life-threatening conditions, are the two most common forms of
protein malnutrition.
Some health conditions, such as illness, stress, and pregnancy and breast-feeding in
women, place an enormous demand on the body as it builds tissue or fights infection,
and these conditions require an increase in protein consumption. For example, a
healthy woman normally needs 45 grams of protein each day. Experts recommend
that a pregnant woman consume 55 grams of protein per day, and that a breast-
feeding mother consume 65 grams to maintain health.
A man of average size should eat 57 grams of protein daily. To support their rapid
development, infants and young children require relatively more protein than do
adults. A three-month-old infant requires about 13 grams of protein daily, and a four-
year-old child requires about 22 grams. Once in adolescence, sex hormone
differences cause boys to develop more muscle and bone than girls; as a result, the
protein needs of adolescent boys are higher than those of girls.
VI. FATS
Fats, which provide 9 calories of energy per gram, are the most concentrated of the
energy-producing nutrients, so our bodies need only very small amounts. Fats play
an important role in building the membranes that surround our cells and in helping
blood to clot. Once digested and absorbed, fats help the body absorb certain
vitamins. Fat stored in the body cushions vital organs and protects us from extreme
cold and heat.
Fat consists of fatty acids attached to a substance called glycerol. Dietary fats are
classified as saturated, monounsaturated, and polyunsaturated according to the
structure of their fatty acids. Animal fat from eggs, dairy products, and meat are high
in saturated fats and cholesterol, a chemical substance found in all animal fat.
Vegetable fats—found, for example, in avocados, olives, some nuts, and certain
vegetable oil are rich in monounsaturated and polyunsaturated fat. As we will see,
high intake of saturated fats can be unhealthy.
To understand the problem with eating too much saturated fat, we must examine its
relationship to cholesterol. High levels of cholesterol in the blood have been linked to
the development of heart disease, strokes, and other health problems. Despite its
bad reputation, our bodies need cholesterol, which is used to build cell membranes,
to protect nerve fibbers, and to produce vitamin D and some hormones, chemical
messengers that help coordinate the body‘s functions. We just do not need
cholesterol in our diet. The liver, and to a lesser extent the small intestine,
manufacture all the cholesterol we require. When we eat cholesterol from foods that
contain saturated fatty acids, we increase the level of a cholesterol-carrying

substance in our blood that harms our health.
Most Americans obtain 15 to 50 percent of their daily calories from fats. Health
experts consider diets with more than 30 percent of calories from fat to be unsafe,
increasing the risk of heart disease. High-fat diets also contribute to obesity, which is
linked to high blood pressure (see hypertension) and diabetes mellitus. A diet high in
both saturated and unsaturated fats has also been associated with greater risk of
developing cancers of the colon, prostate, breast, and uterus. Choosing a diet that is
low in fat and cholesterol is critical to maintaining health and reducing the risk of life-
threatening disease.
VI. VTAMNS AND MNERALS

Both vitamins and minerals are needed by the body in very small amounts to trigger
the thousands of chemical reactions necessary to maintain good health. Many of
these chemical reactions are linked, with one triggering another. If there is a missing
or deficient vitamin or mineral—or link—anywhere in this chain, this process may
break down, with potentially devastating health effects. Although similar in supporting
critical functions in the human body, vitamins and minerals have key differences.
Among their many functions, vitamins enhance the body‘s use of carbohydrates,
proteins, and fats. They are critical in the formation of blood cells, hormones, nervous
system chemicals known as neurotransmitters, and the genetic material
deoxyribonucleic acid (DNA). Vitamins are classified into two groups: fat soluble and
water soluble. Fat-soluble vitamins, which include vitamins A, D, E, and K, are
usually absorbed with the help of foods that contain fat. Fat containing these vitamins
is broken down by bile, a liquid released by the liver, and the body then absorbs the
breakdown products and vitamins. Excess amounts of fat-soluble vitamins are stored
in the body‘s fat, liver, and kidneys. Because these vitamins can be stored in the
body, they do not need to be consumed every day to meet the body‘s needs.
Vitamins and minerals not only help the body perform its various functions, but also
prevent the onset of many disorders. For example, vitamin C is important in
maintaining our bones and teeth; scurvy, a disorder that attacks the gums, skin, and
muscles, occurs in its absence. Diets lacking vitamin B1, which supports
neuromuscular function, can result in beriberi, a disease characterized by mental
confusion, muscle weakness, and inflammation of the heart. Adequate intake of folic
acid by pregnant women is critical to avoid nervous system defects in the developing
foetus. The mineral calcium plays a critical role in building and maintaining strong
bones; without it, children develop weak bones and adults experience the
progressive loss of bone mass known as osteoporosis, which increases their risk of
bone fractures.
Vitamins and minerals are found in a wide variety of food, but some food are better
sources of specific vitamins and minerals than others. For example, oranges contain
large amounts of vitamin C and folic acid but very little of the other vitamins. Milk
contains large amounts of calcium but no vitamin C. Sweet potatoes are rich in
vitamin A, but white potatoes contain almost none of this vitamin. Because of these
differences in vitamin and mineral content, it is wise to eat a wide variety of food.
When the body is not given enough of any one of the essential nutrients over a
period of time, it becomes weak and less able to fight infection. The brain may
become sluggish and react slowly. The body taps its stored fat for energy, and
muscle is broken down to use for energy. Eventually the body withers away, the
heart ceases to pump properly, and death occurs—the most extreme result of a
dietary condition known as deficiency-related malnutrition.
Contributed By: Bonnie Worthington-Roberts.
Microsoft ® Encarta ® 2008. © 1993-2007 Microsoft Corporation. All rights

reserved.
END OF SUPPLEMENTARY READING

GR 7 MAL S2 27 SS 1 LESSON 2
Lesson 2: Nutritious Diets and their Food Sources
Introduction:
Welcome to Lesson 2 of Substrand 1. In the last lesson you learnt about
the importance of food nutrients and their functions in the body so that
we can be able to provide and prepare nutritious meals. You also
identified the different food into appropriate food groups and defined
what a balanced meal is. You learnt that food provides us with nutrients
that makes us grow, repair broken tissues, provides us with energy to
work and play, protects us from diseases and helps to eliminate waste
from our bodies. Whatever types of food you eat, it has to help you grow,
keep you healthy, repair cells in your body and it has to give energy.
Your Aims:
 Discuss nutritious diet
 Identify the source of nutritious food
 Asses and compare the nutritional value in different food sources
 Identify and compare the food preparation and food preservation
methods to retain most of the food nutrients.
Nutritious diets
As much as it is important to understand the food nutrients and their importance to
the body, it is equally important to understand how and where to get these nutrients
in the first place.
FRUIT AND VEGETABLES
What is your favourite food?‟ Let

us closely have a look at this
question.
Your favourite food may be ice-

cream, or rice, or peanuts or ripe
banana or pawpaw or even
sugarcane. You might find your
favourite food in this picture.
Notice where and how each of them can be obtained. Food like peanuts and
sugarcane may be harvested from your family garden or bought from the local
market. Others like rice and ice-cream may be bought from stores or street
markets.
It is very important to note that, how and where we obtain food affects our diets Fresh
vegetables contain all the good nutrients needed by the human body. Our local
vegetable gardens and local vegetable markets are the main sources of fresh
vegetables. The supermarkets in the urban centres also sell fresh vegetables too.
Although some Street sellers sell fresh vegetables, street markets and fast food
outlets are the main sources of junk foods.
Fresh food
Fresh food are always good and healthy. Large amounts of nutrients in food are
available when they are eaten fresh. Fresh fruits and vegetables are high in vitamins
and minerals and if they are best eaten soon after they are harvested. Some
vitamins, for example, Vitamins C in fruits may be damaged if fruits are allowed to
wait and dry.
People are likely to eat
more than what they
need when they have
wide range of food to
choose from and food is
available all the time.
They may also eat a lot
of the same type of
food.
Fresh fruits.
What do you think will happen to someone who eats the same type of food all the
time?
What is Right Food?

In Papua New Guinea the Health Department produces helpful information about
what food to eat and how much to eat to stay healthy. For some years health workers
have found that there are increasing numbers of people who are getting sick due to
overeating or not eating the right kinds of food. Some people get sick from eating the
same kinds of unhealthy food regularly.
The four food group‘s poster was developed by the health workers to help people
choose what foods to eat. Have you ever seen the poster before? If not, then
observe the illustration below which shows the different foods that you eat.
FOUR FOOD GROUPS POSTER

Use the four group poster on page 28 to complete these activities.

1. What are the four (4) food groups shown in this picture?
(a) _______________________________
(b) _______________________________
(c) _______________________________
(d) _______________________________
2. There are usually three (3) food groups. What is the fourth one in this poster?
___________________________________________________________________
3. Where would you classify water into? Why?
___________________________________________________________________
An important fact to remember is that you need to eat a variety of food from each of
the three (3) food groups to have a balanced meal.
We have learned that some food contain many nutrients while others have very little
or nothing at all. We should as much as possible try to eat food that contain good
amounts of a range of nutrients. Eat less of or avoid e food that contain limited range
and small amounts of nutrients but are high in energy or junk food.
Another important guide to help us eat healthy food is called the healthy eating
pyramid. Do you know what a pyramid is? Can you describe its shape? The healthy
eating pyramid helps us to choose the food that we should eat most of the time,
those that we should eat moderately and those that we should eat in smaller
amounts occasionally. Too often we want to eat our favourite foods all the time. It is
alright to do that but we may be missing out on other important nutrients, so we could
become unhealthy.
A HEALTHY EATING PYRAMID
1. Study the food pyramid given above. Then in a sentence describe what it means.
___________________________________________________________________
___________________________________________________________________
2. List five (5) different types of food from the pyramid to give you a balanced meal.
Write next to each selected food what nutrient it will give you.
Food Nutrient
(a) ____________________________ ____________________________
(b) ____________________________ ____________________________
(c) ___________________________ ____________________________
(d) __________________________ ____________________________
(e) __________________________ ____________________________
(f) __________________________ ____________________________
Where do we obtain our food from?

We already know the importance of food nutrients for our bodies. It is equally
important to know how and where to get these nutrients.
In the past people ate what they gathered from the bush and what they could grow.
Most of the food were eaten fresh or cooked over the fire. Although people in the
past did not have much food to choose from, they still lived a healthy life because all
their food was fresh from their immediate environment (jungles, gardens and waters).
1. Exchange or barter
In the past, people would get food by exchange or barter systems. For example; a
clay pot would be exchanged for a bunch of bananas and sago. A pig from one clan
could be exchanged for bananas and yams from another clan. The people involved
would need to agree that the items were of equal value. In the modern society, the
exchange of money has replaced the barter. People now will have to sell their
surplus of food to get the money and then buy what ever they need with the money.
Find out more about the famous Hiri Trade of the Central and Gulf Provinces.
The Motuans, who migrated to the area

about 200 years ago, have sustained
themselves despite the nutrient-poor soil
and low rainfall by building seaworthy
sailboats and sailing along the Gulf of
Papua to trade their pottery for sago flour.
The Hiri and Gulf Trade.

Remember a balanced meal contains food from each of the

food groups and it gives all the nutrients needed to keep us
healthy and strong. Source: Making a Living Book 2.
2. Home grown products

Home grown food products are widely available in Papua New Guinea both for
personal use and for sale in markets. These are fresh, readily available and provide
value for money.
Most people in the country depend on garden food. Papua new Guineans are among
the best farmers in the world. People in the rural villages still make their own
gardens. The people of Papua New Guinea are dependent on the land for their
livelihood. They grow their own food. Papua New Guinea‘s tropical climate is just
right for agriculture and food production.
When people in the villages produce more vegetables than their family needs, they
sell the surpluses at the local markets. The introduction of the cash economy has
encouraged extensive gardening in the rural communities.
FRESH FOOD MARKET

Food found in the local and town markets
of PNG are mostly organically (without
fertilizer) grown and are rich in nutrients.
It is healthy to eat fresh food from the
gardens than processed food which
contain little or no nutrients.
3. Sharing food
‗Sharing is caring‘ this is a common saying among friends to encourage one another
to share resources including food as a sign of caring for one another.
Sharing food with friends and relatives is an important way of keeping relations
together in communities. Sharing is common when one family has more food than
they require for their own needs.
One of the reasons why food is shared with others is when there is no way to
preserve the extra food. To preserve means to save something from going bad.
Sharing food with others is better than letting good food go to waste. Through sharing
food, we help others to have a nutritious diet.
Sharing food
Source:Internet- 2013.
List two (2) advantages of sharing food.

(a) _________________________________________________________________
(b) _________________________________________________________________
4. Buying food from shops and markets

Much of the food we eat are made on a large scale in factories, bakeries and food
processing plants. We buy them from stores and markets.
A number of manufactured or processed food from the shops contain very few
nutrients; most of them contain a lot of sugar, salt or fat. Some store food eaten as
snacks contain large amounts of these substances. Food additives (preservatives)
are added to food in order to improve the taste and colour and to help food hold their
shape, and be able to be stored for a longer period of time.
It has become common lately for many of the manufactured goods to be sold on the
streets or even at vegetable markets. For example; in Port Moresby, despite the
numerous efforts by National Capital District Commission (NCDC) and National
Capital District (NCD) police to discourage residents from selling cooked food and
manufactured goods on streets and in the markets, people still do illegal selling.
List two (2) advantages and disadvantages of selling cooked food and store goods
on streets and at markets.
___________________________________________________________________
___________________________________________________________________
The need to preserve food

To preserve means to save or protect for future use. Food is preserved for later use
using different methods. Human beings have always taken some measures to
preserve food. Ancient people learned to leave animal flesh and fruits and vegetables
in the sun and wind to remove moisture. Since micro-organisms need water to grow,
drying the food slows the rate at which it spoils.
Papua New Guineans have always preserved food using local methods. Drying has
been the main method. Peanuts and other nuts have been preserved through the
process of drying. Meat and fish were preserved by mostly smoking. On the coast,
sago is well preserved through drying.
The development and use of food preservation skills becomes very important life
skills for people in many countries of the world due to their climate conditions and
when natural disaster occurs. However, Papua New Guineans have not aggressively
used preservation methods because there is always good supply of food throughout
the year. Now as the population is growing rapidly and food garden land are getting
scarce, preservation methods need to be seriously considered by many families.
Grated kaukau, cassava and even grated banana can be best preserved through
drying.
Today food processors provide a diet richer and more varied than ever before by
using modern methods to preserve food, For example, canning, drying and freezing.
Preservatives are added to food to keep them safe to be used later. Salt is a good
preservative.
Summary:
 There are various ways to make a nutritious diet.
 There are means and ways to obtain food.
 Fresh vegetables from the garden which are organically grown are
best foods to eat than those processed or manufactured foods.
 There is the need to preserve food.

Practice Exercise 2
1. Ask your parents/guardians to help you do this activity.

(a) Make a list of what you ate yesterday. Beside each food item on your list, write
down where that particular food came from. For example; for those that came from
the shops and markets, write „bought‟ and for those that came from the family
gardens, write „garden‟ and for those that were given by friends and relatives write
‘others‟.
(b)Which category had the most number of foods listed? ________________ Why?
___________________________________________________________________
(c) Which food in your list is the most expensive one? Is that food good for your
health? Explain.
___________________________________________________________________
___________________________________________________________________
2. Refer to your Supplementary Book to complete the table below with local food in
the appropriate columns. They will depend very much on individual preferences.
Food Food Source Food Nutrients Nutritious or

no nutritious
Example; family‘s coconut water,
young coconuts trees & market carbohydrate, fat,
(kulao) minerals
1.
2.
3.
4.
5.
3. In your own words explain what junk food is. Give examples to support your
answer.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Supplementary Information 4: Nutritious Diets
Nutritious diets
You have learned that food belonging to the six food groups need to be consumed on
a daily basis as part of good nutrition. They are;
1. Fruits
2. Vegetables
3. Fats, Oils & Sweets
4. Milk, Yogurt & Cheese
5. Breads, Cereal, Rice & Pasta
6. Meat, Poultry, Fish, Beans, Eggs, Nuts
Nutrients are substances in foods made of different chemicals. Fruits and vegetable
are rich in nutrients. Carbohydrates, proteins, fats, vitamins, minerals and water are
nutrients.
Foods with Carbohydrates

Grain products like bread, cereal, rice, and pasta are good for you. They are
important sources of vitamins and minerals. They are also good sources of
carbohydrates like starch and fibre.
Many people think that starchy food is fattening but they are not. However, adding fat
like margarine, oil, mayonnaise, cheese sauce or gravy to them, can create a lot of
calories. Carbohydrates are your body‘s main source of energy.
Food with Carbohydrates.

Some breads and cereals have a lot of fat and sugar added when they are
processed. Croissants, danish, doughnuts, cake and some muffins have more fat
and calories than servings of plain breads and cereals.
Food with Calories

Fats, oils and sweets give us calories. They are also in salad dressings, mayonnaise,
butter, margarine and lard. Sweets like candy, soft drinks, syrups, jams, and jellies
are made mostly of sugars. Most of these food do not contain many vitamins or
minerals. So they are called "empty calorie" food.
Fish and chips

Source: Internet- 2013
Fats, oils and sweets are not bad foods. When we eat them along with foods like
grains, fruits, vegetables, milk and meat products they are part of a healthy diet.
Eating a lot of sweets can be a problem because we lack the nutrients from the other
food groups.
Fats pack more energy than any other type of food. It play an important role in
protecting your cells. It help blood to clot and also help your body take in certain
vitamins.
There are two types of fats, animal fats and vegetable fats. Animal fats come from
diary products and meats such as pork, lamb, mutton and chicken. These foods are
high in saturated fats and cholesterol. Vegetable fats come from avocados, olives,
nuts, and vegetable oils.
Vitamins
Vitamins are chemicals that help your body use carbohydrates, proteins and fats.
You need certain vitamins to build body cells and body chemicals such as hormones.
You can get all the vitamins and minerals from different variety of food. Ripe bananas
are excellent sources of potassium, sodium and fiber. Protein foods supply iron and
zinc.
Foods with Proteins

Milk and food made from milk called diary food (Yogurt and Cheese) are the best
sources of the mineral calcium. They also provide us with vitamin A, protein and
phosphorus and vitamin D.
The food in this group are important because the nutrients work together to keep our
bones strong and healthy. It may be difficult to get enough calcium unless we include
these foods in our diets.
Some milk products like ice cream, cheese, full cream milk and
food made from full cream milk are high in fat. We can choose
low-fat or skim milk products, like low-fat yogurt, skim milk and
low-fat cheeses to keep the fat in our diets down.
Milk
Source: Internet -2016
Meat, poultry, fish, dry beans, eggs, and nuts are important sources of protein, iron,
zinc, and B vitamins. This group includes plant and animal foods.
Because eggs are a good source of iron and protein, they are counted as a meat
serving. Most of the fat in eggs is found in the yolk. When you use the egg whites,
you can cut the fat and keep the protein and vitamins you need.
Plant foods like lentils (yellow peas), black-eyed peas, green peas, chick peas and
other dried beans are inexpensive sources of protein. Meats and beans are low in fat
and high in fibre. Peanuts and peanut butter are good sources of protein and iron but
they are higher in fat.
Proteins build and repair body tissues. They also fight against infection and carries
oxygen from lungs to the rest of your body.
Fruits
Fruits are important sources of vitamins. They are naturally sweet and low in calories.
Fruits and their juices are good sources of water too.
Different fruits contain different vitamins, so it is important to eat a variety of fruits.
Mangoes, papayas (pawpaws), melons and citrus fruits, like oranges, mandarins and
grape fruits are high in vitamin C. Apricots, peaches, and nectarines are sources of
vitamin A.
Whole fruits like apples and grape contain more fiber than fruit juices and sauces,
like apple sauce and grape juice. Dried fruits like, prunes and raisins are good
sources of fiber, too. Canned fruits packed in syrup have a lot of added sugar. They
are higher in calories than fresh fruits.
Vegetables
Vegetables are a source of important vitamins, minerals and carbohydrates. Since
different vegetables contain different vitamins and minerals, it is important to eat a
variety of vegetables. Cabbages, bananas, peppers and leafy green vegetables are
rich sources of vitamin C. Deep orange vegetables like carrots and pumpkins and
dark green vegetables like broccoli, spinach and aibika are high in vitamin A. They
contain calcium and iron. Cabbage family vegetables like broccoli, cauliflower, turnips
and help prevent certain cancers.
Fruits and Vegetables

Fresh vegetables are naturally low in fat, calories and sodium. Extra fat and calories
can come from cooking or other types of processing. If you add fat, oil, margarine or
lard when you cook vegetables, you add fat and calories. If you buy frozen
vegetables with special sauces, you may also be adding fat and calories. Some
canned vegetables have added salt for extra flavour and it also gives extra sodium to
your diet.
Water
The human body is 75 percent water. Water makes up most of your blood and helps
carry oxygen and food to the cells in your body. Water helps your body get rid of
wastes through urine and sweat. Water does many other things inside your body.
Pure water consists of minerals. If the importance of a nutrient is judged by how long
we can do without it, water ranks as the most important. A person can survive eight
to ten days without water, whereas it takes weeks or even months to die from a lack
of food. Water circulates through our blood and lymphatic system, transporting
oxygen and nutrients to cells and removing wastes through urine and sweat. Water
also maintains the natural balance between dissolved salts and water inside and
outside of cells. Our joints and soft tissues depend on the cushioning that water
provides for them. While water has no caloric value and therefore is not an energy
source, without it in our diets we could not digest or absorb the foods we eat or
eliminate the body‘s digestive waste.
The human body is 75 percent water, and it takes an average of eight to ten cups to
replenish the water our bodies lose each day. How much water a person needs
depends largely on the volume of urine and sweat lost daily, and water needs are
increased if a person suffers from diarrhoea or vomiting or undergoes heavy physical
exercise. Water is replenished by drinking liquids, preferably those without caffeine or
alcohol, both of which increase the output of urine and thus dehydrate the body.
Many foods are also a good source of water—fruits and vegetables, for instance, are
80 to 95 percent water; meats are made up of 50 percent water; and grains, such as
oats and rice, can have as much as 35 percent water

Lesson 3: Nutritional Diet Requirements for Different People
Introduction:
Welcome to Lesson 3 of Substrand1. In the last lesson you learnt about
what makes up a nutritious diet how to prepare them and where to
obtain them. You assessed, identified and compared the nutritional
values of different food sources. You also identified different methods of
food preparation, processing and preservation to retain their nutrients. In
this lesson you will learn about Nutritional Diet Requirements for different
people.
Your Aims:
 Assess your own diet and make suggestions to improve it
 Identify special diet requirements for different people
 Explain why they have those special requirements.
My own diet
Before talking about another person‘s diet, you need to check your own diet. It is
important to assess your own diet by answering the following questions.
Very quickly, examine your own diet by looking at the following questions.
1. What is your staple food?
___________________________________________________________________
2. How many meals do you have in a day?
___________________________________________________________________
3. List the kinds of food you eat every day in each meal
___________________________________________________________________
4. How do you get your food for each meal?
___________________________________________________________________
___________________________________________________________________
5. Are your meals nutritious? Explain your answer.
___________________________________________________________________
___________________________________________________________________
If you have three meals a day, then you have your full meals. Examine the list of
foods in each of your meals. Do you have food from each of the three food groups?
In other words, do we eat „balanced meals‟? If not, give reasons why you are not
eating balanced meals. Then suggest some ways you could make your meals
balanced.
What are your favourite foods? Your favourite foods may not always be nutritious.
Some may be junk food. Develop habits for nutritious foods. Make up rules for your
self to follow regarding what foods to take and what not to. Check out what you ate
today. Were they nutritious? If they were not, suggest what you could have eaten.
A HEALTHY EATING PYRAMID
1. Eat little to none of these
2. Eat some of these.
3. Eat plenty of these
4. Eat a lot of these
An important guide to help us eat healthy foods is called the healthy eating pyramid.
Do you know what a pyramid is? Off course you do because you have seen one in
the previous lesson. The healthy eating pyramid helps us to choose the food that we
should eat most of the time, those that we should eat moderately and those that we
should eat in small amounts occasionally.
The healthy eating pyramid is divided into three. The base is the biggest and
contains food that we should eat mostly from and most of the time. These foods
provide us with the nutrients needed to stay healthy. Can you find your favourite
foods in this section? The middle section of the food pyramid has food that we should
eat and the top section has food that we should eat in small amounts and only
occasionally.
My ideal meal
Your ideal meal is a best possible meal that you would like or you want to have. Do
not suggest a meal you cannot possibly make available. There are number of factors
you need to consider when describing your ideal meal. Nutrition is the most important
factor. Others include cost, availability and accessibility. That is you can get the food
easily because they are available in your community and that you can afford your
ideal meal as well.
Remember, some foods contain many nutrients while others have very
little or nothing at all. Eat plenty of foods that contain good amounts of a
range of nutrients but not energy dense or junk foods.
Fill in the table below to make up your ideal meals. The food pyramid should help you
do this. Your ideal meal is one that you can possibly get within your means.
MY IDEAL MEAL
Meals Protective Protein Foods Energy Foods

Foods
Break fast
Lunch
Dinner
Different food requirements for different people

Different people have different food requirements due to different reasons.
Traditionally, older men in the family were served first with the best food. This is to
show respect and their importance in the family. This is practiced by families
throughout PNG regardless of cultures.
However, the amount of food that we need does not relate to our role or how
important we are in the family. It depends very much on other factors including;
 Age
 Sex
 Activities or work we do
 Pregnant and breast feeding mothers
 Health Conditions
Healthy young child

Age – young children need plenty of healthy food to help them grow healthy and
strong and also because they are playful and are very active at this age.
Sex – Males need more food because they are generally taller and have bigger body
frame than females.
Activities – People who are engaged in physical activities need more food to give
them enough energy. Those who are working in the garden, building roads and
houses, looking after small children and walking long distances need more food.
Pregnant and breast feeding mothers- Need to eat plenty of the right amounts of
nutritious food to ensure that the baby they are nursing gets the best. Remember,
they are eating for two people, the baby and themselves.
Health conditions – People with special health conditions need special diets
according to the doctors‘ advice. Some special conditions include; diabetes, food
allergies, heart conditions to name a few.
A HEALTHY EATING GUIDE

.
Food for people with special needs

There are people who require changes to their food due to their health conditions,
physical size or age. The following are some of those with special needs.
 Babies - From birth to six months old (0-6 months), babies are fed breast milk.
Soft food is introduced from about the age of four (4) months. Food for babies
at this stage must be soft and mashed so it is easy to digest. Mashed
pumpkin, and kaukau or potato, soft cooked egg white and ripe bananas are
suitable for babies. Introduce new food slowly so that babies get used to the
taste of the food.
 Pregnant and lactating mothers - a pregnant mother eats for two so she
needs to eat extra amount of body building and protective foods to supply the
baby with all the nutrients needed to grow and develop. Weak or unhealthy
babies are born to mothers who do not eat enough healthy foods. Breast
feeding mothers also need an extra supply of healthy food so that their milk
will contain all the nutrients required by the growing baby.
 Adolescents - Most adolescents experience a „growth spurt‟, which is a rapid

growth in height and weight. From about the age of 12 to 15, boys and girls
grow a lot taller and gain more weight. This is also the time when boys and
girls experience physical developments and psychological changes. Girls
experience the development of breasts and onset of menstruation, while boys
develop muscles around their arms, legs and torso. During this period, these
young people usually develop the desire to eat more than they used to. They
must eat more nutritious food but not junk food.
 Elderly people - Many elderly people need special diets due to some
physiological changes. Some of them may no longer have a full set of teeth,
so their food should be soft and easy to chew. Some elderly people who are
preparing their own food may be suffering from arthritis, which might make it
difficult for them to prepare and eat food.
 Obese or overweight – It is a growing concern that many people are

becoming overweight and obese. The condition may be caused by eating
more than what is required, a lack of physical activity, and eating food which
are very high in fat and sugar. Obese or overweight people need to eat smaller
amounts of food and avoid eating food high in sugar and fat.
 Convulsions or people recovering from illness- Depending on how severe

each individuals illness is, food which are easy to chew and digest are
needed. A soft diet of softly cooked egg, mashed potatoes, and bananas, fruits
and other vegetables, and intake of low fat would be a good choice.
You are what you eat

This is a popular saying or proverb associated with food and health. It simply means
if you eat well, you will be well; but if you eat poorly, you will feel bad.
It is believed that food is the centre of people‘s lifestyle and it makes up who we are
from the inside out. It is used to emphasise the importance of a good diet as a key to
good health.
According to recent health reports, there has been a notable rise in the number of
deaths as a result of life style diseases. Lifestyle diseases refers to those
sicknesses that people develop as a result of adapting to changing societies, or
simply disease developed from living a certain lifestyle. We have both urban and
rural lifestyles in Papua New Guinea.
Individuals and families in the urban centres are worse hit by this syndrome. Urban
lifestyle is such that people eat oily, fatty and greasy energy-dense foods with little or
no vitamins and minerals coupled with no physical exercises. Most fast foods from
kai-bars are potential contributors of lifestyle diseases. Cooked food sold on streets
and street selling corner markets are usually unhygienic, yet people crowd at such
places to buy food.
Lifestyle diseases are associated with the way a person or group of people live.
Lifestyle diseases include tuberculosis (TB), heart disease and stroke; obesity and
type 2 diabetes; and diseases associated with smoking, alcohol and drug abuse.
FATTY AND OILY FOODS CONTRIBUTE TO LIFESTYLE DISEASE
Obesity
Obesity
Healthy food and regular physical activity helps to reduce or prevent lifestyle
diseases such as obesity, heart disease, hypertension, diabetes, colon cancer, and
premature mortality. Premature mortality is death of children born before maturity.

Colon cancer is cancer in the intestines.
1. Find out about the following lifestyle diseases and write them down. Tuberculosis,
Heart attack, Stroke, Obesity, Diabetes and Hypertension
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. Search in the old newspapers to find some articles related to lifestyle diseases.
Then cut and paste one into your workbooks and label it as Lifestyle Diseases.
Summary:
 Identified special food needs for different people. You then
assessed your own diet and then suggested how you could
improve your diet. You also discussed and suggested an ideal
meal for your self
 identified some people who need special diets and discussed the
different food needs for these people. You identified the different
reasons why they have special food needs
 discovered that you are what you eat. That is; if you eat healthy
food, you will be healthy. If not, you will be unhealthy. You also
discovered that lifestyle diseases are usually developed from
eating certain types of food due to living a certain lifestyle.

Practice Exercise 3
1. What type of food should pregnant and breast feeding mothers eat? Why?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. Complete the table below with the necessary information. The first column gives a
list of the categories of people that need special foods for different reasons. In
column 2, list down the special food needs for each person listed. Then in column 3,
say why they need it and how it can help that person
Categories of people Special food needs Reasons
a. Babies
b. Pregnant and lactating

mothers
c. Adolescents
d. Elderly people
3. What type of diet should you recommend for a sports person? Why?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Supplementary Information 5: Nutritious Diet Requirements for

Different People
Introduction
Welcome to Lesson 3 supplementary reading. The readings look at
the various diets required by individuals.
Does everyone need the same type of food for good nutrition or a healthy diet?
No. A number of factors impact a person‘s nutritional and dietary needs. The right
amounts of servings from each of the food groups depends on your age, sex, body
size, activity level and health conditions.
Age: Young children need more food because they are growing and active
than the elderly people.
Sex: Males need more food because they are physically bigger and active
than females.
Activities: People who are engaged in physical activities need more food than the
others.
Health conditions: People who are with different heath conditions such as diabetes,
heart diseases, food allergies need to choose their diets carefully.
Refer to the following examples.
Nutritional Needs and Diets for a Pregnant Woman

Eating healthily during pregnancy is important to meet the nutritional needs of the
developing baby and for the mother‘s own wellbeing. However, this doesn‘t mean
‗eating for two‘ – it is the quality of the diet that is important, not the quantity of food
eaten.
It's important to eat smart and make healthy food choices to support your baby's
growth during pregnancy. Try to eat foods from each of the five food groups every
day. They provide important nutrients that you and your baby need.
Special attention should be given to the following nutrients.
 Calcium – A developing baby needs a lot of calcium. So, it is important to
include at least two serves of dairy products or equivalent high calcium foods
for a pregnant mother‘s diet every day. Good sources of calcium include milk,
cheese, yoghurt and fish with edible bones (for example, salmon and
sardines).
 Folic acid (folate) – extra folic acid is needed for the development and growth
of new cells. Good sources of folic acid include leafy green vegetables, nuts,
yeast extracts such as vegemite, legumes and foods such as bread and
cereals.
 Iron – Iron supplements are frequently prescribed for pregnant women if they
are unable to meet their requirements through food alone. Anaemia is the
most common nutritional deficiency during pregnancy. It carries oxygen to all
parts of the body. The best source of iron is red meat, with smaller amounts in
chicken and fish. Iron is also present in plant foods such as legumes, nuts,
wholegrain breads and cereals and green leafy vegetables.
 Zinc – This nutrient is needed to maintain the health of cells. Taking iron
supplements may interfere with the absorption of zinc so women taking iron
supplements should continue to eat iron-rich foods, which are also a good
source of zinc.
 Iodine – iodine is needed for normal mental development of the baby but it
can be difficult to get enough from food. Iodine can be taken from iodised salt
and eating fish and seafood, or from a multivitamin supplement that contains
iodine.
 Vitamin C – vitamin C is important for normal gum, tooth, bone and body
tissue formation. The best source of Vitamin C is an orange, but it is also
found in other citrus fruits and a variety of vegetables.
Nutrition during breastfeeding

A healthy diet is important during breastfeeding as the mother must provide for her
own nutrient requirements as well for the production of breast milk. Particular
attention needs to be paid to protein, calcium, iron, vitamins and fluids. The best
advice is to eat a variety of foods from each of the key food groups each day.
Diets for an Infant

Infant Feeding
 Breast milk or infant formula: Breast milk or infant formula for working mothers
is the required nourishment needed by most healthy babies until they are 6
months old.
 Cereals and other starchy foods: Rice infant cereal is the only grain suggested
before six months of age. Other cereal grains such as wheat, barley and oats
can be given after 6 months of age. It is best that local foods are fed to the
babies. They are cheap and easy to buy.
 Nutrient needs for babies are calories, 8 to 15% protein, 55% fat, 30 to 50%
carbohydrates, vitamins and minerals to protect him against disease. Foods
can be chosen from the six food groups.
Diets for Young Children and Teenagers

Young children and Teenagers still have a lot
of growing to do, and they need proper
nutrients to get them through all the
schoolwork, dances, football games, hanging
out with friends, and everything else that is part
of being a growing children and teenagers.
They need adequate calories and good
nutrients, particularly calcium and iron, which
are important for the growth and development
happening at this stage of life.
Calorie requirements for teens vary just like they do for adults, but on average a
teenage girl needs between 1,800 and 2,100 calories a day, while boys need
between 2,200 and 2,700 calories daily. Include some kind of protein for continued
energy. It would be better to also include some complex carbohydrates and a piece
of fruit or fruit juice. Encourage them to eat food

with lots of fruits complex carbohydrates and lean protein. Make a list of suggested
healthy snacks for them.
How is physical activity related to diet and nutrition?

Another important part of good nutrition is creating a balance between the food you
eat (Energy in) and physical activity (Energy out). For Energy in, choose food and
amounts of foods that will help you and your family maintain a healthy weight and
provide the nutrients they need while keeping their calories under control.
For Energy out, get moving! Adults 18 and older need 30 minutes of physical activity
on five or more days a week to be healthy. Children and teens need 60 minutes of
activity a day for their health.
Combine healthy eating with a balance between food and physical activity to improve
your overall health.
Diets for an Elderly Person

Different age groups need different nutritional needs. After age fifty there are many
metabolic and physiological changes which impact on the nutritional needs of an
individual. The metabolic rate slows and can decline as much as thirty percent over a
lifetime which can eventually lead to chronic fatigue, depression, and a weakened
immune system. As we age, our body composition changes with a decrease in lean
tissue mass (as much as 25%) and an increase in body fat. These changes in
metabolism and physiology can be exaggerated due to complications from digestive
difficulties, oral and dental problems, and medication-related eating and nutrient
problems. These problems could be treated using healthy diets for elderly.
Old Age Diets

 Try and avoid oily and fried food. Instead have fibrous food to relieve
constipation, which is common in old age.
 Since many people have denture problems in old age, avoid any food that
needs lot of chewing for digestion.
 Take at least 8 glasses of fluid in any form like lime water, coconut water,
soups etc.
 Try and include two moderately protein rich food in daily diet.
 To consume smaller amount of food for dinner than breakfast and the lunch.
Diets for an Obese (overweight) person

Good nutrition requires a balance of food, vitamins, and minerals (from eating a
healthy diet) and physical activity. Overweight and obesity can result if things get out
of balance—such as eating too much food, not getting enough physical activity, or
having too much of one or more nutrients in the diet.
 Avoid eating junk and processed foods

These primarily consist of fast foods and snack foods such as big rooster,
burgers, pizza, fries and potato chips. All of these foods offer very poor
nutritional value.
 Drink a lot of water

Water is a fluid that directly passes your colon, and can flush away those
toxins and unwanted fats. Drink at least eight glasses of water every day.
 Reduce the size of your portions

You should eat five or six small portions each day at regular intervals of about
four to five hours. This will aid appetite suppression and boost your rate of
metabolism, so as to burn additional fat without the need for too much physical
effort.
An overweight woman Type of food to be avoided (sausages)

Diets for a Sick Person (Diabetic Patient)

Finding the balance between the amount of carbohydrates and fat is important. Cut
down on the amount of fat particularly saturated (animal) fats, as this type of fat is
linked to heart disease. Choose monosaturated fat, example; Olive oil and canola oil.
Eat regular meals should be based on wholegrain carbohydrate foods (wholemeal
products) which are high in fibre and will help to control blood glucose levels (For
Example, bread, pasta, potatoes, yam, noodles, rice and cereals). Include plenty of
fresh fruits and vegetables.
Whether diabetic or not, an adult needs daily

 protein foods example; lean meat, fish, eggs (2 eggs per week), or
beans and peas
 carbohydrate foods
 fruits and vegetables
 low-fat dairy foods
Oily and sugary foods should be avoided.
Now you know that different age groups have different nutritional needs, and
people‘s diets should meet those specific needs.
What are some tips for healthy eating?

The Food Guide Pyramid helps to promote the three basic rules for a healthy diet.
1. Variety
2. Balance
3. Moderation
Variety means that you must include many different foods from each level of the
Food group. No single food can supply all of the nutrients that your growing body
needs on a daily basis. This can help to expand your food choices. It is best to eat
food of all colors. The more colour and texture in your daily meals, the better range of
nutrients you will get.
Balance means that you must eat the right amounts of foods from all levels of the
Food Pyramid each day. This way you will get all the calories and nutrients you need
for proper growth and development.
Moderation means that you are careful not to eat too much of any one type of food.
Eat a variety of food. A balanced diet is one that includes all the food groups. In other
words, have foods from every colour every day.
Supplementary Information 6: Diets and the Heart Diseases
One of the primary risk factors for coronary heart disease is the presence of a high
level of a fatty substance called cholesterol in the bloodstream. High blood
cholesterol is typically the result of a diet that is high in cholesterol and saturated fat,
although some genetic disorders also cause the problem. Other risk factors include
smoking, high blood pressure, diabetes mellitus, obesity, and a inactive lifestyle.
Coronary heart disease was once thought to affect primarily men, but this is not the
case. The disease affects an equal number of men and women, although women
tend to develop the disease later in life than men do.
Coronary heart disease cannot be cured, but it can often be controlled with a
combination of lifestyle changes and medications. Patients with coronary heart
disease are encouraged to quit smoking, exercise regularly, and eat a low-fat diet.
Doctors may prescribe a drug such as lovastatin, simvastatin, or pravastatin to help
lower blood cholesterol. A wide variety of medications can help relieve angina,
including nitro-glycerine, beta blockers, and calcium channel blockers. Doctors may
recommend that some patients take a daily dose of aspirin, which helps prevent
heart attacks by interfering with platelets, tiny blood cells that play a critical role in
blood clotting.
A heart attack, also known as a myocardial infarction, usually occurs when a blood
clot forms inside a coronary artery at the site of an atherosclerotic plaque. The blood
clot severely limits or completely cuts off blood flow to part of the heart. In a small
percentage of cases, blood flow is cut off when the muscles in the artery wall contract
suddenly, constricting the artery. This constriction, called vasospasm, can occur in an
artery that is only slightly narrowed by atherosclerosis or even in a healthy artery.
Regardless of the cause of a heart attack, the oxygen deprivation is so severe and
prolonged that heart muscle cells begin to die for lack of oxygen. About 1.1 million
people in the United States have a heart attack every year; the heart attacks prove
fatal for about 40 percent of these people.
A person having a heart attack typically feels an intense, crushing pain in the chest,
especially on the left side. The pain may radiate to the person‘s neck, jaw, and left
arm. The pain is often similar to an attack of angina, but more intense and longer
lasting. Other signs of a heart attack include profuse sweating, nausea, and vomiting.
However, heart attack symptoms can vary greatly among people. In one study, about
one-quarter of people who had a heart attack felt only mild symptoms and did not
seek medical attention.
The amount of cholesterol in a person‘s bloodstream is partially determined by
heredity, but it also depends on the amount of cholesterol and animal fat in the diet
(see Human Nutrition). In some parts of Asia and Africa where people consume very
little fat and cholesterol, total blood cholesterol averages less than 150 milligrams per
decilitre (mg/dl) and heart attacks are very rare. In the United States, where the
typical diet includes many foods high in fat and cholesterol, total blood cholesterol
averages about 200 mg/dl, and coronary heart disease is the leading cause of death.
Supplementary Information 7: Life Style Diseases
1. Tuberculosis is an infectious disease that causes small rounded swellings

(tubercles) to form on mucous membranes, especially pulmonary tuberculosis that
affect the lungs
2. Heart attack: A person having a heart attack typically feels an intense, crushing
pain in the chest, especially on the left side. The pain may radiate (increase) to
the person‘s neck, jaw and left arm. Other signs of a heart attack include
sweating, nausea and vomiting.
3. Stroke: stoppage of blood flow to brain: a sudden blockage or rupture of a

blood vessel in the brain resulting in, e.g. loss of consciousness, partial loss of
movement, or loss of speech. Technical name cerebrovascular accident
4. Obesity: clinically overweight: having a body weight more than 20 per cent
greater than recommended for the relevant height and thus at risk from several
serious illnesses, including diabetes and heart disease. Extremely or unhealthily
fat.
5. Diabetes: metabolic disorder affecting blood sugar levels: a disorder in

which there is no control of blood sugar, through inadequate insulin production
Type 1 or decreased sensitivity to insulin Type 2, causing kidney, eye, and nerve
damage
6. Hypertension: unusually high blood pressure. Arterial disease accompanied by

high blood pressure.

Lesson 4: Planning Nutritious Meals
Introduction:
Welcome to Lesson 4 of Substrand 1. In the last lesson, you identified
special food and diet requirements for different groups of people. You
then identified the reasons why they have those special requirements.
You also learned to recommend appropriate meals to meet different
people‘s requirements. In this lesson, you will learn about planning
nutritious meals.
Your Aims:
 Discuss how to plan your meal
 Identify and discuss a number of factors that influence getting a
nutritious meal
 Identify factors that affect the actual practical cooking of meals
Cleanliness
It is very important to note that food must be clean and safe to be eaten. The old
saying “Cleanliness is next to godliness” is certainly true in the kitchen, where poor
sanitary (hygiene) practices in food preparation and preservation can lead to the
growth of harmful bacteria. This can then lead to illnesses.
What comes to mind when you think of a clean kitchen? Are you thinking of shiny
waxed floors, gleaming stainless steel sinks and spotless counters with neatly-
arranged cupboards? All these can help, but a truly clean kitchen is, one that ensures
safe preparation of food. It is more than just looks. It also depends on safe food
practices.
In the home, food safety concerns evolve around three (3) main factors:
 storage,
 selection and handling
 cooking
Food storage
Food must not be wasted. Wasting food is wasting money, especially when food is
becoming expensive today. Care must be taken to retain as much nutrients as
possible. Overcooked food looses its nutrients. Also, the use of water to cook food
reduces so many nutrients.
Food selection
When you are buying vegetables at the market, always check them out carefully first
because sometimes they may not be fresh.
Safety in Cooking
Food safety is important in the preparation and eventually the cooking stage. Food
must be safe to eat. Food must be clean. Food must be cooked in clean water and
must be covered at all times, especially when cooking large amounts of food for
special occasions. Equipments and utensils used must be clean.
Accidents happen quickly and easily. Some kitchen accidents can be very fatal or
nasty. Always be very careful when cooking and handling food and when using
kitchen equipment like knives, graters and gas stoves.
Accessibility
We need to be able to find food that are readily available. When we are planning for
a meal, we do not include what we cannot be able to get them. This is when
improvisation comes in. Improvisation is when we make-do with what is available to
serve the purpose instead of making a big fuss about the absence of something. For
example; if there is no butter to grease the pan for baking, use any good cooking oil
because it will serve the same purpose. Or if there is no gas stove, use fire to cook.
Plan to prepare a meal with available food and other resources or materials needed
for cooking.
Nutritional Requirements
This is the most important aspect when we plan a practical cooking activity. We must
always ask ourselves, is what I am planning to cook nutritious for the family? Is there
enough food from all the three food groups to make it a balanced meal? If you are
cooking for a large number of people, find out if there will be people with special
requirements. Consideration must be made for people with special requirements. For
example; Seventh Day Adventists would prefer pork free meals and a vegetarian
would like meat free meals.
Cost
This is a major factor that affects the choice of people‘s meals. Food prices have now
risen that it is almost impossible for families to enjoy simple nutritious meals. We
must always remember that we must plan within our means. It is not good to plan an
extra ordinary meal and find you cannot be able to afford it.
Planning for a Meal

Planning generally means deciding what to do and meals are no exception. There
must be a lot of decisions about what to do in preparing a meal. A well planned meal
has an advantage over one that is not planned well. Time and costs are saved,
nutritional requirements, safety and accessibility issues are addressed when a meal
is planned. These includes cooking methods selected in the plan. All these means
preparation is done smoothly and in good order.
For example; a family in a highlands village planned to have a party for their daughter
who will leave home to go and do her first year university studies. They decided to do
a big mumu for the one hundred people they invited. They decided on many things
before they actually got into doing the mumu. Some important decisions include; who
to invite, when to have the party, how many pigs to kill, where to get the food, how to
serve and how much to and give to whom.
Chefs working in restaurants and hotels follow meal plans called menus. A menu is a
set of food choices for customers. What ever is in the menu is what they prepare for
their customers and guests. Usually the senior chef prepares the menu. Because
they are money making institutions, they make sure that they bill all their costs and
their profit into the price of the meal.
It is good to serve a variety of healthy foods, not necessarily expensive but nutritious,
tasty and attractive. In Papua New Guinea, we have a lot of fresh and healthy foods
from our land and sea. If we cannot be able to grow them or catch them ourselves,
we can buy them at our markets from the local growers and fishermen.
Cooking or preparing food

Most food needs to be cooked to make it softer and easier to digest. Cooking is the
process of preparing food by heating. Care must be taken to retain as much
nutrients as possible. Overcooked food lose its nutrients. Also, the use of water to
cook food reduces so many nutrients.
List some methods of cooking that your family uses to prepare your meals.
___________________________________________________________________
___________________________________________________________________
Preparing food for special occasions

Whenever there is a special gathering, food is always served. If there is a singsing,
people prepare mumu, sago cakes, pariva or aigir. Certain foods are associated with
the occasion such as birthday cakes, roast turkey for Thanksgiving Day in America,
roast pig for Christmas Day in the Philippines.
In Papua New Guinea we kill pigs for celebrations for different reasons. Food is
prepared and presented in different styles signifying the different reasons for the
occasions.
1. Preparing a pig for a mumu 2. Heating stone for mumu 3. Uncovering a mumu
1. Do you celebrate any special event with your family? Make a list of some of these
events.
___________________________________________________________________
___________________________________________________________________
2. Describe one (1) family celebration you attended recently which involved sharing a
meal. Give the reason for the celebration.
___________________________________________________________________
___________________________________________________________________
A buffet
Hotels and restaurants provide a menu called buffet. It is pronounced as ‗bah fay‘. A
buffet table is usually organised and set at the side of the room or area. You place
the food on the table. People walk along and serve themselves. It is a good idea to
have someone at the table to assist.
What is a recipe?
A recipe consists of a list of ingredients and a set of guidelines or instructions on how
to prepare a dish using the ingredients. The ingredients refer to the food and agents
needed to make that dish. A number of recipes can be used to prepare different
dishes for a meal, especially a family dinner. For example; separate recipes to do
fried rice, the meat and the vegetables for a family meal. However, light meals can be
served from simple recipes. Sometimes a single recipe is enough for a family‘s main
meal, for example a mumu.
Below is an example of a simple meal you can prepare at home.
Source: Making a Living Book 1

SWEET POTATO BALLS

Ingredients: Method:
1. 2 cups cooked kaukau 1. In a bowl mix together mashed kaukau and
or orange sweet grated young coconut. Add coconut milk slowly
mashed potatoes until the mashed kaukau is moistened.
2. 1 green coconut, soft 2. Scoop 1 tablespoon of mixture and form into a
meat grated or finely ball. Roll in grated coconut. Continue until all the
chopped kaukau mixture has been made into balls.
3. ½ cup thick coconut 3. Arrange neatly on a plate or tray.
milk 4. Sprinkle any left over coconut over the sweet
4. 1 cup grated coconut potato balls
Source: Making a Living Book 1
Summary:
 identified the importance of planning a meal before actually preparing

one.
 discovered through the discussions that planning for a meal helps
reduce unnecessary frustrations. It helps you to consider all the
factors involved well in advance.
 identified that factors such as costs, nutritional requirements,
accessibility, availability and safety affect a person‘s meal plan and
recipes.
 learnt to plan for and prepare a meal considering all the factors

Practice Exercise 4
1. Define these terms;

(a) recipe ___________________________________________________________
(b) menu____________________________________________________________
(c) improvise_________________________________________________________
(d) buffet____________________________________________________________
2. List five (5) factors that need to be considered when planning a nutritious meal.
(a) _________________________________________________________________
(b) _________________________________________________________________
(c) _________________________________________________________________
(d) _________________________________________________________________
(e) _________________________________________________________________
3. Write out a recipe using local food from your area.
4. You will find a number of simple local recipes in the Supplementary Book. Select
one that is easy or suitable for you. Then prepare the food following the recipe. You
could also try the recipe you have just written in Question 3 above.

Supplementary Information 8: Planning Nutritious Meals
Meal Plans
When selecting a meal plan, make sure it is a balanced meal. Nutritious meals don't
just happen. They are planned. Planning meals ahead can save you time to provide
healthy meals for your family to enjoy.
Meal planning also saves money. Money can be spent wisely when buying nutritious
meals for the family. If you plan meals for a week and make a list, you will know
exactly what you need.
a. Meal planning Tips

 Include different flavours, textures, colours, and shapes.
 Include food from three food groups at each meal.
 Make a collection of nutritious recipes that your family enjoys.
 Save menus once a week, especially those the family likes. It makes meal
planning easier and faster.
 Be sure to plan for nutritious snacks from the three food groups. Be sure that
the family know the difference between snack food and nutritious food for
meals.
 Avoid food high in fat, sugar and salt for better health.
 Prepare a shopping list based on planned meals. It saves time and money.
 Keep a piece of paper near the refrigerator for writing down items as you need
them.
b. Plan Ahead - It avoids the question, "What's for dinner tonight?" and
increases the likelihood that meals are nutritious. There's no magic formula.
Choose what works best for you, each day. The key is knowing your family's
schedule and including foods that that can be prepared in the time available.
c. Think Convenience – Make use of the variety of healthy and convenient food
available. For busy nights, plan to cook meals with whatever available in your
garden, or in the fridge. Prepare a salad, cut up some fruit, cook some pasta
or slice some bread, pour some milk and dinner is served!
d. Keep a well-stocked pantry and fridge - Put nutritious meals together in

hurry when there's a last-minute schedule change or you didn't get around to
planning.
e. Plan family meals - Schedule family meals several times during the week.
Children who eat with their families tend to have healthier eating habits.
Include your favourite food, as well as your children's. It is easy to plan meals
which children like. Remember that children need to grow to join the family
and develop a taste for new foods.
f. Save time and money by using leftovers - Many foods taste just as good, if
not better, the second time around. So be sure to incorporate leftovers into
your menu. Use leftover chicken in salads, soups, pasta dishes, or
sandwiches. Rice is great for rice pudding, soups or salads. Toss cold veggies
in salad, or add them to sandwiches or casseroles.
You may want to try whole meal bread instead
of white bread. Use brown rice instead of white
rice or mix them together at times.
g. Making a shopping list

Always make a shopping list before doing
shopping. This will help you to stop buying
Preparing a Shopping List
things that you haven‘t carefully thought about,
need or can‘t afford. A shopping list can be made for whenever you think
about shopping.
h. Checking Label
When you shop, read the food labels and look for food like breads, cereals,
rice and pasta mixes that have less fat and sugar content especially for elderly
people.
i. Choosing Food Items

If you enjoy sweet breads and cereals, you don't have to give them up. Try
eating these food less often or in small amounts. You can also cut down on fat
when you cook rice or pasta dishes. Try using less oil, butter, or margarine
than the recipe says. Sometimes you can cut the fat in half without changing
the way the food tastes or looks!
j. Choosing Healthy Foods

Fats, oils and sweets add flavour and variety to our diets. We can use less of
them to help us stay fit and healthy. We can spread butter, margarine in your
cooking.
Fibre related foods

In PNG there are so many varieties of fruits and vegetables selling in local markets
as well as in super markets. If you live in a village, you can get fresh food from your
garden river or sea. They are always nutritious and tasty.
Whole fruits like apples and grapes contain more fibre than fruit juices and sauces,
like apple sauce and grape juice. Dried fruits like, prunes and raisins are good
sources of fibre too. Canned fruits packed in syrup have a lot of added sugar. They
are higher in calories than fresh fruits. When you shop for canned fruits, look for fruits
that is packed in juice instead of syrup. Buy fruit that is fresh, frozen, canned, or dried
rather than fruit juice for most of your fruit choices.
Buy dark green vegetables, orange vegetables, beans and peas. Vegetables are a
source of important vitamins, minerals and carbohydrates. Since different vegetables
contain different vitamins and minerals, it is important to eat a variety of vegetables.
Cabbages, bananas, peppers and leafy green vegetables are rich vitamin C. Deep
orange vegetables like carrots, pumpkins and dark green vegetables like broccoli,
spinach and aibika are high in vitamin A. They contain calcium and iron. Cabbage
and vegetables like broccoli, cauliflower and turnips help prevent certain cancers.
Fruits and vegetables in a Super Market as well as in the Local Market
Vegetables
If you buy frozen vegetables with special sauces, you may also be adding fat and
calories. You can buy frozen vegetables without special sauces and get the same
nutrients as fresh vegetables. Some canned vegetables have added salt. While the
salt adds flavour, it also adds extra sodium to your diet. When you shop for canned
vegetables, look for vegetables with no salt added.
Calcium-rich Food
Dairy products such as yogurt and cheese and low-fat or fat-free, dark green, leafy
vegetables are good for your calcium needs. Go for protein food. Choose meat and
poultry and vary your protein choices with more fish, beans, peas, nuts, and seeds.
Supplementary Information 9: Local Recipes

Source: Sisilia Tawali (2006)
Source: Sisilia Tawali (2006)

GR 7 MAL SS2 65 PE ANSWERS L1-4
ANSWERS TO SUBSTRAND 1
PRACTICE EXERCISES
ANSWERS TO PRACTICE EXERCISES 1 – 4

Practice Exercise 1
1. Explain in your own words the following terms.
a. Nutrients are chemical substances in the food that help the body to work
properly.
b. A Balanced Meal is a meal that contains food from the three food groups.
2. Below is a list of foods followed by a table with labels of the three food groups.
Complete the table by writing the foods from the list into their appropriate columns.
Food Groups
ENERGY GROWTH PROTECTIVE
sweet potatoes peanuts pawpaw

tapioca okari nuts tomatoes
cooking bananas pitpit green vegetables
sago pumpkins
coconut (Grated) ripe bananas
corn lemons
young coconuts
3. What does the saying ‗you are what you eat‘ means? Explain.
„You are what you eat‟ describes the state of your health as a result of your normal
and regular diet. It means, if you eat enough of the healthy foods in your diets, you
will be healthy, however if you eat unhealthy foods, your health will be poor.
4. State the importance of balanced meals in people‘s diets.

A Balanced meal contains food from all the three groups. So, if we eat it, regularly we
actually obtain all the nutrients required by the body for the body to function well.
Practice Exercise 2
1. Ask your parents or guardians to help you do this activity.

(a) Make a list of what you ate yesterday. Beside each food item on your list, write
down where that particular food got to your meal. For example; for those that
came from the shops and markets, write ‘bought’ and for those that came from
the family gardens write, ‘garden’ and for those that were given by others say,
‘from friends’.
Your answer will depend on what you ate. (Sample answer)
Rice bought Buns bought

Banana bought Butter bought
Greens bought Egg bought
Ox & Palm bought Carrots bought
(b) Which category had the most number of foods listed? Why?
Your answer will depend on your list in question (a)
(c) Which food in your list is the most expensive one? Is that food good for your
health?
Example answer:
- Ox & Palm Tinned most is the most expensive one. (Yes and No)
- Yes, because it provides protein
- No, because it contains too much fat which is not good for the body.
- Your answer will depend on what you ate.
2. Complete the table below with your favourite foods in the appropriate columns.
This will depend very much on individual preferences. Below are possible answers
only based on Kipi‘s favourite foods. Kipi lives in a rural setting.
Foods Food Source Food Nutrients Nutritious or

non-nutritious
1. creamed rice Store Fat from coconut Nutritious and
cream fatty
Carbohydrate from
rice
2. Peanuts Garden & local Protein Nutritious
market
3. Sugar cane Garden and local Sugar Non Nutritious
market Carbohydrate energy dense
4. Lollies & sweets Stores and street Starch & Non nutritious
markets carbohydrate
5. Ripe bananas Garden and local Calcium and Nutritious
roadside markets minerals
3. In your own words explain what junk foods are. Give examples to support your
answer.
Junk foods are those types of food that are not good for your body and are low in
nutritional value.
Practice Exercise 3
1. What kind of food should pregnant and breast feeding mothers eat? Why?
They need to eat regular balanced meals with foods containing mostly ptrotein
like meats, eggs, fish, milk, nuts, grains, tubers and plenty of fruits and vegetables
to give both the mother and the baby all the nutrients required growth of the baby,
repair of the mothers broken tissues, strength of the mother, and to protect them
both from sicknesses and infections.
2. Complete the table below with the necessary information. The first column gives a
list of the categories of people that need special foods for different reasons. In
column 2 list down the special food needs for each person listed. Then in column
3, say why they need it and how it can help that person.
Categories of Special food needs Reasons

people
a. Babies Milk, fruit juice, pawpaw, mashed Growth and health of the
root vegetables young one
Repair broken tissues,

b. Pregnant and Meat, fish, eggs, milk, nuts, fruits,
produce enough breast
Lactating green leafy vegetables, root
milk for baby‟s health
mothers vegetables,
and growth.
c. Adolescents Mostly carbohydrates from root They are very active
vegetables and rice, protein filled doing physical activities
vegetables and meat and fish. including sports
d. Elderly people Sea foods, meat, eggs, milk, Repair broken tissues
plenty of fruits, soft root from aging, increase
vegetables, green leafy blood and water in body
vegetables (Kumu)
3. What kind of diet should you recommend for a sports person? Why?
He/she needs regular balanced meal with foods containing mostly carbohydrates
to give the energy that he/she needs for his/her regular training. He/she needs
plenty of fruits and vegetables to give him/her the vitamins and minerals to protect
him/her from sickness and infection.
Practice Exercise 4
1. Define these terms;
(a) A recipe consists of a list of ingredients and a set of guidelines or instructions
on how to prepare a dish using the ingredients.
(b) A menu is a list of dishes available or a list of the dishes that can be ordered
in a restaurant or that are to be served at a formal meal
(c) Improvise means to make a substitute for something out of the materials that
happen to be available at the time.
(d) A buffet is a meal at which people serve themselves from various dishes set
out on a serving counter or table
2. List 5 factors that need to be considered when planning for a nutritious meal.
(a) food safety
(b) cleanliness
(c) accessibility
(d) nutritional requirements
(e) cost
3. Write out a recipe using local food. This is only a sample to guide you.
Kaukau Fritters
Ingredients:
1 large Kaukau
I teaspoon of baking powder
1 chicken cube (Maggie kakaruk)
2 cups of plain flour
Salt to taste
Oil for frying
Methods
1. Peel the kaukau, cut as for chips, wash and dry them
2. Mix the flour with the baking powder, salt and chicken cube together. Add just
enough water to make smooth paste
3. Heat enough oil for frying.
4. Drop the kaukau pieces in the batter or paste, one handful at a time, and coat
well
5. Drop the battered kaukau pieces in the hot oil and fry until golden brown.
6. Drain well before serving
4. You will find a number of simple local recipes in the Supplementary Book. Select
one that is easy or suitable for you. Then prepare the food following the recipe. You
could also try the recipe you have just written in Question 3 above.
This is a practical activity. You just have to do it to understand all that we have
discussed about food in this Substrand. You will consider factors such as sources of
food, nutrition, nutritional requirements of different people, food safety, cleanliness
and cost.
SUBSTRAND 2
CARE AND MANAGEMENT
In this substrand, you will;
 identify the importance of regular repair and maintenance of

buildings in your community,
 investigate areas within your home and your community that
need improvement and carry out appropriate actions to
create safe and pleasant place in which to live,
 repair and maintain parts of buildings and furniture, and
maintain cleanliness around natural and built environments
within your home and community
GR 7 MAL S2 71 SS INTRODUCTIONS
SUBSTRAND 2: CARE AND MANAGEMENT
Introduction
Welcome to Substrand 2: ‗Care and Management‘. This is the second
substrand of Strand 2 Course Book. In this substrand students
investigate areas within home and the community that need
improvement and carry out appropriate actions to create safe and
pleasant place in which to live. The students are required to get involved
in activities that will improve physical aspects of their immediate
environment and maintain cleanliness at home and their community.
They will learn to repair and maintain parts of buildings, such as broken
walls, steps, doors and also repair and maintain furniture such as tables,
beds, chairs, stools, etc. They will apply regular maintenance on other
natural and built environments, in which they live, work, and learn.
There are three lessons in this substrand. They are lessons 5, 6 and 7. Lesson 5
presents the importance of regular care and maintenance of buildings.
Lesson 6 covers the importance of carrying out a maintenance needs analysis in

order to identify the maintenance needs of a building. A child will need to prioritise
maintenance activities based on available resources and then apply basic
maintenance knowledge and skills to do basic repair work.
Finally, in Lesson 7, the student will learn to apply basic maintenance knowledge and
skills to do basic repair and maintenance to improve conditions of buildings and
surroundings.
A typical coastal house Handy tools

Lesson 5: Reasons for Regular Repair and Maintenance
Introduction:
Welcome to the Lesson 5 of Substrand 2. In the last lesson you learnt
about planning nutritious meals. In this lesson, we will look at reasons for
carrying out regular repair and maintenance to the buildings found
around your home, in the nearest schools and in your community.
Your Aims:
 Define the terms; repair , maintenance and improvement
 Explain where and why repair and maintenance is necessary
 Compare and contrast the benefits of doing regular repair and
maintence.
Definitions
Repair, maintenance and improvement all mean to make it better, however, there are
slight differences between each of them.
It is important to discuss and establish the definitions of each term in detail and
identify those differences so that we know which one is applicable in each case. For
example; we will not say we are repairing when we are actually improving the
building.
The slight differences between each word are being explained below. Related words
of each term are also given to make it even clearer.
Repair - To restore something broken or damaged to good condition, for example,

we brought in our car for a tire repair yesterday. We repair when we mend, fix, patch-
up, restore, refurbish and renovate.
Maintenance - Continuing repair work to maintain condition – Work that is done

regularly to keep a building, machine or equipment in good condition, example, We
take the car in for maintenance service every six (6) months.
We are doing maintenance when we are doing some changes to the building for the
purposes of preservation, upholding, protection, safeguarding the strength and life
span of the building regularly. The magic word here is regularly.
Improvement – Getting or making it better, change or addition. The process of

making something better or become better. Change or addition made to the building
that makes it better. For example; extending the verandah of a family home is making
improvements to the building. We are making improvements to the building when we
are doing some work to the building to change its condition for the better.
In most cases we do repair, maintenance and improvement all at the same time
simultaneously. However, sometimes only repair work is given priority. Regular
maintenance will help reduce the need for repair work to some degree.
So, maintenance simply means to repair or keep things in good condition. Apart from
maintaining and repairing the building, there are other ways of making the building
better or cleaner, tidier and more attractive. This is known as making improvements.
Here are some ways of improving the buildings.

 Repainting walls
 Replacing louvers or window frames,
 Building extensions,
 Landscaping
 Constructing footpaths
Activity 5.1: Complete the given activities below.
Write Repair, Maintenance or Improvement as they apply to the activities listed

below.
1. ________________ Samuel repainted the interior of their family house

2. ________________ Kori fixed the dead-lock of the house
3. ________________ Panda constructed the pathway.
4. ________________ The carpenters extended the verandah of a staff
house
5. ________________ Kelep changes the washer of the water tap every
year.
Why do we need to repair or maintain buildings?

Before we continue, let us have a look at this saying; a stitch in time saves nine.
What does it mean? Possible answers;
- sewing a small tear as soon as it happens will prevent any further damage
to a dress
- fixing a small hole in the wall of the house immediately is easier and
cheaper than ignoring it until it has become bigger. It means early repairs
saves money, time and effort.
Because early repair saves money, time and effort, all damages need to be repaired
as soon as possible before it becomes too big. A small hole in the wall is easier and
cheaper to fix than a big hole. Always stop rainwater from entering a house. Watch
out for unsafe steps, sharp edges, and rotten floor timbers. As soon as it happens or
you notice it, fix it to prevent it from falling apart.
Whether houses are big or small, they take time to build as well as materials and
money. We need skilled people such as carpenters, plumbers, and sometimes
electricians. We need building materials such as bamboo, grass, timber, iron, bricks,
cement, gravel and stones depending on the type of house. When we build a house
we expect it to last for many years with little or no repair to be made.
Anything exposed to the sun, wind and rain over a long period of time becomes
damaged or broken if it is not looked after. Over a period of time an iron roof will get
rusty and develop holes, a „saksak‟ or kunai roof will rot away and timbers also
become rotten.
However, there can also be immediate or sudden damage to houses and buildings.
Some places where there are natural disasters such as flooding, volcanic eruptions,
earth quakes and cyclones, people could not predict how much damage each
disaster could cause to the buildings.
Natural disasters can be difficult to predict and the only certain thing is the damage
they can do to houses, properties environment and human lives.
Houses and other buildings are part of us. Our house is a shelter and one of our
basic needs. Classrooms and school buildings provide us with a place to learn better
and must also be cared for.
Imagine how our lives would be if we lived under the trees?... How about if your
house had a leaking roof and it rained heavily while you were sleeping?... What if
your nearest school had broken glass louvers or a leaking roof?... What will happen if
your church had broken walls on all sides of the building?... What if our very
important places like kitchens and toilets had broken walls and floors?...
Houses
Houses are buildings in which people live in. Houses meet our need for safety,
shelter and loving relationships. They are places for cooking, washing, resting and
relaxing.
In rural areas many houses are made from bush materials such as coconut palm,
sago palm leaves, pandanus leaves, bamboo, kunai and bush fiber. Houses may be
built on the ground, on stilts or over water. The type of house built depends on the
climate and the location.
In urban areas many houses are made of more permanent materials such as milled
timber, concrete bricks, iron and steel. They have a water supply, toilets glass
windows, polished floors, painted walls and modern furniture. Some houses in Papua
New Guinea are built from a combination of permanent and bush materials.
Care and management of houses varies according to location, size and facilities. It is
important that houses are clean, comfortable, attractive and well maintained places to
live in. All houses need to provide safe and healthy place for a family to live in.
Activity 5.2: Complete the given activity below.
Draw or paste a picture of your house and label the building materials.
Church Buildings
Church are places where people worship their God. Churches meet our religious
needs or spiritual reflection. Churches often have one very large room with rows of
seats for the congregation to sit on and an altar at the front, before which a preacher
stands to preach. In town most churches are built with modern materials. Many
church buildings in the rural communities are built using bush materials. Churches
have special areas for communion and baptism. Churches are cared for and
managed by the pastor, the congregation leaders and the Christian members of the
congregation.
Community Halls
Community Halls are buildings in which people gather together to discuss or
participate in activities that are of common interest to the members of the community.
Community halls meet our needs to have a place to gather to for many reasons
concerning the wellbeing of the community members. Traditionally some villages had
a hausman (haus tambaran) and hausmeri for gathering by men or women
respectively. Haus Tambarans were used for special traditional ceremonies usually
by men.
Classrooms and Staffroom

Schools throughout Papua New Guinea are made up of many buildings. Classrooms
and staff room are typical buildings in a school. Classrooms are places for teaching
and learning. Classrooms are equipped with desks, chalkboards, display boards and
a teacher‘s table. Classrooms need to be well lit and well ventilated. The staffroom is
where teachers meet to discuss issues to do with teaching and learning. The
teachers also do their work in the staffroom. The staffroom usually has tables, chairs
and notice boards.
Care and management of school buildings is the responsibility of Board of
Management, head teachers, students, teachers, ancillary staff and other members
of the community who have special interest in the activities of the school.
Visit the nearest primary school in your community in order to answer the following
questions. You probably attended that school.
1. What is the name of the school? ___________________________________

2. How many teachers are there in the school? _________________________
3. How many students are there? ____________________________________
4. How many classrooms are there? __________________________________
5. Describe the building materials used to build the classrooms and the
staffroom. _____________________________________________________
6. Describe the state of the staffroom? ______________________________
Toilets
You will agree that toilets are very important places. Toilets are places where we go
to relieve ourselves by getting rid of body waste such as urine and feaces.
Traditionally in Papua New Guinea, people used bushes, rivers, creeks or the
Oceans. Today we try to be hygienic than we were in the past. We have learnt about
the importance of hygiene, good health and environmental care. In most rural
villages, toilets are built several metres away from the house where people live in.
DIFFERENT KINDS OF BUILDINGS FOR DIFFERENT PURPOSES
A: Meeting House B: Aid Post
C: Meeting House D: Traditional House
E: Modern House
F: Church
Kitchens
Kitchens are places where food is stored, prepared and cooked. Kitchens may be
indoor or outdoor. Kitchens are important places because meals need to be
hygienically prepared for the benefit of the family. Maintenance is a need for the
kitchen, it should be a priority to any family home.
Buildings
Buildings come in different sizes and shapes. They serve different purposes too. A
building refers to a structure with walls and a roof, e.g. a house or factory or church,
‗haus win‘.
1. What are the purposes of the different types of buildings in the above set of
pictures? ___________________________________________________________
(a) ________________________________________________________________
(b) ________________________________________________________________
(c) ________________________________________________________________
(d) ________________________________________________________________
(e) ________________________________________________________________
2. List three (3) problems you will face if you continue to use a house with a leaking
roof with no repair or maintenance being carried out quickly.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. Copy this table and list the different types of buildings found in the respective
columns.
DIFFERENT KINDS OF BUILDINGS
Buildings at my Buildings in my Buildings in my town
School community
6
Summary:
 Maintenance means repair or keep things in good condition. Apart

from maintaining and repairing the building, there are other ways of
making the building and its environment look clean, tidy and
attractive. This is known as improvements.
 Buildings are important part of our lives and are regarded as one of
our basic needs.
 Regular maintenance and repair must be carried out to maintain the
standard of buildings and for improvement.
 Early repair and maintenance of buildings saves money, time and
effort.
 Care and management of buildings reflects being responsible users
or managers of buildings and promotes a healthy environment.

Practice Exercise 5
1. Explain the reasons why it is necessary to carry out repair and maintenance to
buildings.
___________________________________________________________________
___________________________________________________________________
2. What are other ways of improving the buildings or its surroundings if repair and
maintenance work is needed?
___________________________________________________________________
___________________________________________________________________
3. Briefly explain this phrase in your own words, „Early Repair Saves Time, Money
and Effort‟.
___________________________________________________________________
___________________________________________________________________
4. Name the materials shown in each picture and write down 2 different uses of each
material.
A B C
(a)(i) _______________________________________________________________
(ii) _______________________________________________________________
(b) (i) _______________________________________________________________
(ii) ______________________________________________________________
(c) (i) _______________________________________________________________
(ii) ______________________________________________________________
NOW CHECK YOUR WORK. ANSWERS AT THE END OF SUBSTRAND 2

Supplementary Information 10: Basic Home Maintenance Tips for

Permanent House
Home maintenance is an inevitable part of real estate property ownership so be sure

that you do everything to care for it.
Disasters and emergencies can occur anytime, therefore, planning ahead and being
prepared can make a big difference. Being ready whether you are facing a problem
or not can save you time and money. Make sure that your home remains comfortable
and safe for your family and the community at large.
It is important to get familiar with preventative maintenance for your household
needs, like electricity and
plumbing.
It can certainly keep your
family safe from any
disaster and can cut down
costly repairs in the future.
It can help you avoid
repairs and reduce energy
consumption.
Toilet repairs are often easy
because they are usually
quite urgent. To check if
your toilet is leaking, you
can pour a small amount of
red food colouring to the
cistern which is also known
as the tank, and check it
again later. If the water
turned red, you may need
to change some tank parts.
Another problem that
requires repair is a toilet
that runs. Hot points for Maintenance
Once water runs continuously from the tank into the bowl, it makes a hissing sound
that wastes lots of gallons of water each day. This can be caused by variety of
problems.
If you have doubt about your house wiring, get a qualified electrician for a complete
inspection and to check your house wiring needs replacing. It is essential that when
dealing with electrical issues, safety must be your top priority.
For your exterior, roofing should be inspected for damage and tree branches must
not touch your roof surface. Gutters should also be checked if there is any leakage or
blockage. Walls are also needed to be checked if there are any cracks and damages.
Keep in mind that every item marked as safety issues or priorities on your home
inspection report require immediate attention.
Supplementary Information 11: Pleasant and Safe Home and

School Environment
Everyone needs to be safe and comfortable where-ever they live, work and even
where the children go to school too. Everywhere around the world people like to live
in a pleasant and safe environment. Pleasant means friendly, comfortable natured
environment while safe means not in danger or not dangerous.
So, a pleasant environment is one which is clean, accident free, comfortable,
attractive, inviting, free from pests and large enough for the number of people who
occupy it.
A pleasant home environment provides all the basic necessities that a human needs
to make his/her living flows smoothly. There is shelter from rain, heat and cold. There
is protection from dangerous insects, animals, enemies and others. There is separate
room for washing and toilet purposes. There is a good supply of clean water,
electricity for lighting, electrical equipment and also separate room to store, prepare,
cook and eat food.
Furthermore, there are clean, well-constructed areas for storing belongings. It is well
aired with screened windows to keep out mosquitoes and flies that can cause
sicknesses.
Pleasant homes have locks that can be locked for safety. The home has a neat and
tidy arrangement of furniture. It has a pleasant area where family and friends can
relax, sit, talk, listen to music, watch television or have fellowship.
Outside the building is pleasant with a good view. There are shady trees, neat
flowers, food gardens, cut lawns and neat foot paths.
A child or an adult who dwells in a pleasant and friendly environment will also want
his children to attend such schools too. This leads us to another environment, which
is the school environment.
School Environment
A pleasant school environment provides all
the basic necessities that help a student to
settle well and learn. It provides clean
classrooms with ceiling fan to cool students
for such a school in the urban-coastal areas.
There is good supply of clean water and
electricity for lighting, as well as electrical
machines such as printers and computers.
There are clean, well-constructed areas for
storing resource materials.
In urban schools, there are well-maintained
playing fields with suitable markings and goal
posts. There are also security fences around
the premises and security officers who patrol
to maintain the safety of the property. Child Protection
A pleasant school environment also involves the community people who are
supportive to the school programs and activities. They also help in looking after the
school properties.
From the parents point of view they too must be part of the group that makes sure
that the students are safe in the school environment.
Helpful Hints for Parents

Below are twelve items that parents need to be mindful in order to provide that safe
environment needed for their children. Parents must;
 take an active role in children‘s schools and talk regularly with their teachers and
staff. Parents must involve in any after-school activities and work with parent
teacher- student organizations.
 act as role models. Parents should settle their own conflicts peacefully and
manage anger without violence.
 listen and talk with your children regularly. Find out what they‘re thinking or going
through. Create an opportunity for two-way conversation, which may mean healthy
conversations. This type of communication should be a daily habit, not a reaction
to crisis.
 set clear limits on behaviours in advance. Discuss punishments and rewards as
well. Disciplining with framework and consistency helps teach self-discipline, a skill
the children can use for the rest of their lives.
 Communicate clearly on the violence issue. Explain that you don‘t accept and
won‘t stand violent behaviour. Discuss what violence is. Answer questions
thoughtfully. Listen to the children‘s ideas and concerns if they may bring up
problems that can easily be solved, then, sort it out before it gets out of hand.
 help the children learn how to examine and find solutions to problems. Kids who
know how to approach a problem and resolve it effectively are less likely to be
angry, frustrated, or violent. Take advantage of ―teachable moments‖ to help your
child understand and apply these and other skills.
 discourage name-calling and teasing. It often results in physical attacks. Whether
the teaser is violent or not, the victim may see violence as the only way to stop it.
 know the children‘s friends, their whereabouts and activities. Make your home an
inviting and pleasant place for your children and their friends; it‘s easier to know
what they‘re up to when they‘re around. Know how to spot signs of troubling
behaviour in kids, yours and others.
 work with other parents to develop standards for school related events, acceptable
out-of-school activities and places, and required adult supervision. Support each
other in enforcing these standards.
 make it clear that you support school policies and rules that help create and
sustain a safe place for all students to learn. If your child is not happy with a rule,
discuss his or her reasons and what rule might work better.
 join with other parents, through school and neighbourhood associations, religious
organizations, civic groups, and youth activity groups. Talk to others about
problems concerning youths in the community. Consult other sources which can
help to strengthen and sharpen parenting skills.
 know that keeping firearms in the home may put them at legal risk as well as
expose them and their family to physical risk. They can be held liable for their
children‘s actions, including unsuitable use of firearms. If parents do choose to
keep firearms at home, please ensure that they are safely locked and that
ammunition is locked and stored separately, and that children know weapons are
never to be touched without their permission and supervision.
END OF SUPLEMENTARY READING

Lesson 6: Repair and Maintenance Needs Analysis
Introduction:
Welcome to Lesson 6 of Substrand 2. In the last lesson, Can you define
the terms repair, maintenance and „improvement. Then you looked at
reasons why repair and maintenance of buildings are necessary. You
briefly described the different types of buildings in your community and
finally you discussed the benefits of doing regular repair and
maintenance of buildings. In this lesson, you will learn about repair and
maintenance needs analysis.
For carrying out regular repair and maintenance to the buildings found
Your Aims:
 Identify maintenance needs
 Prioritise maintenance task
 Prepare a building assessment checklist
 Make a list of maintenance needs
 Identify factors that influences the choices when prioritising
maintenance needs
Identifying Maintenance Needs

It is very important to regularly check buildings, whether it is your home or kitchen or
your classroom or even other community buildings such as the church. How do we
know if a building needs to be repaired or maintained? You can easily do this when
you clean up in and around a building or even when you are gardening.
Firstly assess your home to identify areas that require maintenance, or visit a school
near you and assess the school buildings to identify areas that require repair,
maintenance, and other improvements.
PICTURES OF MAINTENANCE NEEDS
1. Traditional Housing Maintenance 2. Modern Housing Maintenance

Describe the maintenance needs you see in each of the pictures above.
1. ______________________________________________________________
2. ______________________________________________________________
Things to Remember When Carrying Out Your Maintenance Assessment

The following guideline may be modified or changed depending on the type of
building assessed. Some aspects may not be necessary to some buildings while
others can be added.
Building Assessment Guidelines

 Carefully check the parts or areas of the building you have on your checklist.
 Tap posts and other wooden parts lightly and listen for hollow sounds.
Timbers affected by white ants sound hollow because ants eat up the interior
of any wooden material.
 Look for small holes in timbers. There may be signs of insects eating or living
in them.
 Look for rust on metal parts such as iron roofing. Nails and screw and water
taps.
 Closely look at cement slabs for cracks
 Check water connections and taps for leakages
 Note any marks on wooden surfaces such as walls, floors, doors, windows
and stairs. Look for any graffiti marks or dent from heavy equipment
 Check locks and hinges. They make noise if tight or not fit properly
 Any improvements required from your observation and assessment
BUILDING MAINTENANCE CHECKLIST FOR MOREA’S PERMANENT HOUSE
Parts of a Building Problem Maintenance Required Priority task

Tick (√ )
1. Walls, inside & Parts of the front Patch it with a piece of √, because if left
outside outside wall has been fibro. for too long, it will
smashed, about 20 get worse. Also it
cm in length is a simple task
7 missing, 3 broken Replace the 10, All rusty √, Remove broken
2. Louvres but still intact. louvres frames need pieces and replace
Louvres frames rusty, replacement with new louvers,
for safety
3. Roof Roofing nails rusty, Use silicon to patch little √, because if left
patches of holes holes and replace badly for too long, the
affected iron sheets. whole upper
building frames
will rot. from rain
water
4. Kitchen cupboards Two cupboard doors Hinges need to be Grease or oil the
not closing well tightened rusty metal and
clean them.
5. Doors (all) Ok, All intact Nil None
6. Water taps Water leaking at the Both taps needs washer Replace washer,
garden tap and to be replaced. for it is cheaper
shower sink, than to ignore it
and pay a massive
amount in bills.
7. Sinks All in tact Nil None
Prioritising Maintenance Needs

You have just completed the maintenance checklist. You will now carefully look at
each maintenance job you have identified and selected the job that requires urgent
attention. There are two factors that will affect your choice of which maintenance task
to carry out first. The most important thing to consider is the availability of the
resources needed to carry out a particular maintenance work. Next important factor
is the seriousness of the situation. Some maintenance problems require immediate
attention, or it will get worse if not attended to quickly. Priority be given to those
serious problems for which resources needed are available.
Imagine you had the following maintenance needs for your house. Which one would
be your priority task? Why?
 spoilt front door lock
 toilet cistern does not function, water freely running into the pot
 one kitchen cupboard door comes off
_________________________________________________________________
Appropriate Methods and Techniques for Repair and Maintenance

Repairing and replacing some broken or damaged parts of the building may be
difficult for you. You do not have the skills of a carpenter or a builder and you may
not have tools or the materials. It is a good idea to start with a small and easy job that
requires basic skills, simple tools and the readily available resources or materials for
the task.
Common Home Maintenance Problems

The following chart serves as a quick reference to the most common repair and
maintenance problems to buildings in the local community such as a family home,
classrooms, community hall, church, trade store, etc. In the first column the problems
are listed. Listed in the second and the third columns are the possible causes of the
problem and how to fix the problem respectively.
REPAIR AND POSSIBLE CAUSE REPAIR INSTRUCTIONS

MAINTENANCE
PROBLEM
Wet spots on the ceiling Loose roof nails or rust holes  Replace the roof nails
 Patch holes with bituminous
compound or sealant.
Water leaking or Rust holes or clog in the  Patch the rust holes
overflowing from the roof gutter or downpipe  Clear the clog
gutter
Water leaking from kunai or Kunai grass on roof rotting or  Replace with new kunai grass
iron roof attacked by insects or sago leaves
Broken fibro wall Hard hit on the fibro wall  Patch the fibro wall with a new
piece of fibro
Dirty walls and ceilings Dirty finger marks, spider  Clean the wall and ceiling with
webs, mould or dust detergent
Blind walls loosing colours Exposure to sun and rain  Replace with new blind
or rotting
Broken or damaged floor Hard hit or termite attack  Repair the damaged section
Broken window louvres Hard hit on the louvres,  Remove broken pieces and
accident during cleaning due replace with new louvres
to rusty frame  Grease or oil the rusty frames
and clean
Dirty and dusty floors Dust, mud, frequent use  Sweep, dry mob
exposed to access water  if wooden floor, Sand paper and
repolish
Door becoming loose loose screws from door  tighten the screws firmly
hinges
Broken door steps Frequent use and exposure to  Remove and replace the
rain and sun broken section of the step
Broken furniture Frequent and careless use  Mend the furniture
Leaking water taps Worn out washer  Replace with new washer
Blocked sink causing Blockage in the sink and  Clear out blockages in the sink
overflow in the kitchen pipes and pipes
Blocked toilet water in the Block in the pipes  Clear out the pipes
toilet bowl rises rather than
recedes
Water coming out from a Broken water pipes  Repair the broken water pipe
broken pipe
The above chart will assist you with some methods or techniques used to carry out
common maintenance work on buildings.
Below is a simple way of fixing a water tap problem.
If the washers need frequent replacement,

the valve seat may be damaged. If this is
the case, remove the whole tap and replace
with a new one. This procedure is also used
to replace leaking taps in the sinks,
showers and toilets.
Replacing a worn out washer

Summary
You have come to the end of Lesson 6. In this lesson you learnt to;
 Conduct or carried out an assessment of a building - a classroom, a
home, a church, or a community hall.
 use a set of guidelines to determine the areas of the buildings that
require maintenance, repair or improvements
 Prioritise maintenance work based on available resources and
potential seriousness of the required work.
 Observe and identify the appropriate methods and techniques you will
employ or use to carry out basic maintenance on buildings.

Practice Exercise 6
1. Make a list of four (4) building materials available in your community

(a) ___________________________ (c) ______________________________
(b) ___________________________ (d) ______________________________
2. List four (4) maintenance needs of a family house in a rural setting.
(a) _________________________________________________________________
(b)_________________________________________________________________
(c) _________________________________________________________________
(d) _________________________________________________________________
3. Using the table below make a list of four buildings in your community and describe
them. The first one is done for you as an example.
BUILDINGS IN THE COMMUNITY
Purpose of Type of Materials Used Current

Building Building Condition
of Building
Church Semi  Iron roof, treated
Permanent posts, ordinary New (about
local timber, sewn 2 yrs old)
timber,
 Bamboo & pitpit
blind for the walls
 Nails, paints
(a)
(b)
(c)
(d)
4. Why would you cut down branches of a tree growing over a building?
___________________________________________________________________
___________________________________________________________________
5. Briefly state how you would repair door hinges.
___________________________________________________________________
___________________________________________________________________
NOW CHECK YOUR WORK. ANSWERS AT THE END OF SUBSTRAND 2

Supplementary Information 12: Maintenance Needs
People want or need to feel safe as much as possible. In this reading, you will look at
maintenance needs analysis, how to check property and determine what
maintenance needs to be done and be conducted in the safest manner. Due to wear
and tear maintenance must be done when work is still small and cost can be
manageable. Some of the work can be done by the owners themselves to save costs
and the others can be done by specialists. The type of work that is needed will be
assessed using a checklist.
Maintenance Needs
To get information on maintenance needs, you have to identify buildings, rooms and
fittings, bathrooms and toilets, parts of buildings and outside areas too.
 Buildings will include; houses, churches, community hall, classrooms, staff

room and toilet blocks
 Rooms will include; bathroom, bedroom, living room and kitchen
Fittings will include; Bathroom fitting - shower, hand basin, taps, mirror, toilet,
 Bedroom fittings - beds and cupboards, Living room – tables, chairs,
bookshelves, wall decorations, Kitchen fittings – table, chairs, sink, taps,
benches, cupboards, rubbish bins,
 Outside areas will include; playing fields, goal posts, trees, gardens, fences,
grass, paths, storage sheds, haus win, waste disposal areas, cooking areas
and clothes lines.
The two lists given below and on the next page will help identify the areas of repair
and maintenance. One checklist is for internal parts of the building and the other can
be used for the external part of the building.
Internal Maintenance Checklist
Date: ………………………………………………...
Completed by: ……………………………………… (names)
No. Areas to check Signs to look for Yes( No comment signature

√) (x)
Water leaks Pipework from
inside a house can
cause problems.
Heating Check around .
pipes, especially
under junctions,
taps and bends
Plumbing Check internal
plumbing fittings
Insulation Check all insulated
walls
Roof insulation Check for leaking
roofs
Water tanks Make sure that

water tanks are
under roof spaces
Draughts Draught / current of
cool air in a room
Safety Precautions Many Do It Yourself
( DIY) accidents
involve ladders
External Maintenance Checklist
Date: ………………………………………………...
Completed by: ……………………………………… (names)
Areas to check Signs to look for Yes(√) No Comment Signed

(x)
Rainwater routes Dead leaves and

sticks can quickly
block gutters,
downpipes or water
channels
Gutters blocked at or before
the outlet to the
downpipe (or possibly
falling the wrong way)
A persistent drip will
indicate a problem
4Downpipes Check for blockage
either high up at the
gutter outlet or
somewhere in the pipe
- perhaps at a bend.
Badly painted iron
downpipes can rust
through and leak
6Gullies Check for any leaves
above the grid
7Roof Check for dislodged
tiles or lifted lead work
Check for blockages in
outlets
9Under-floor Vents Leaves may have
mounded up over
ventilating grilles to
under-floor space
1General Inspection Check over the house
0 to see if there are any
places where
maintenance is
required
1Window sills Look for small cracks

1 particularly in the sills
1Walls Cement rendered or
2 painted in plastic paint
it is important to keep
these free from cracks
as these materials
Check rendered walls
for cracks
any plants that grow
over the walls of the
house are not
obstructing gutters,
downpipes or
gullies at ground level

Move any plants away
from the walls
Outside Taps Look out for leaking

taps
Trees, fences and carefully
for cracks check for
walls signs of weakness or
damage from trees or
fence
Once the checklist is completed, plans then can be made to obtain quotations from
various renovation firms or even from specialist who can carry out the work that is
required.
Supplementary Information 13: Assessing Needs
Introduction
In the last reading you learnt about maintenance needs analysis, how to check
property and determine what maintenance needs to be done and how safe it is. You
have to consider all the different factors like safety, costs involved, access to the
property, and the scope of work that needs to be done. In this reading, you will learn
about assessing needs. A building has many components to it and therefore needs
specialists to do the different jobs that need to be done.
Repair jobs do require qualified electricians, plumber or carpenters. Sometimes it can
be costly and goes beyond the limit of your resources. So when you assess areas
that need maintenance and repair, you should also keep in mind the limit of skills and
resources.
For example, if you are thinking of placing covers for your cushions chairs, you need
to assess the amount of materials needed, identify the kind of material suited to your
lounge room setting and, a long side this, you need to calculate the cost involved.
Sometimes, you will find that the cost goes beyond your fortnightly budget. Then, you
need to break up the cost over a period of time in order to repair or maintain your
need area.
Activities for Everyday Maintenance

Some activities we do fall under everyday maintenance. These activities include
picking up rubbish, disposing rubbish thoughtfully, sweeping inside and outside,
tidying desks, raking leaves, cutting, weeding gardens, cleaning walls, windows and
floors, making beds, washing dirty utensils, placing things where they belong,
arranging furniture neatly and reusing, recycling and reducing waste wherever
possible.
Electrical Test checklist

Lesson 7: Repair and Maintenance Work
Introduction:
Welcome to Lesson 7 of Substrand 2. In the last lesson, you carried out
an assessment on a building to identify the parts of the building that
required maintenance using a checklist and a set of guidelines.
You also prioritised maintenance work that you would carry out based on
resources you have available and potential seriousness of the required
work. Finally you observed and identified the appropriate methods and
techniques you will employ in carrying out maintenance on buildings
using basic skills and simple tools. In this lesson, you will learn how to
do repair and maintenance work.
carrying out regular repair and maintenance to the buildings found
Your Aims:
 Identify basic tools needed to carry out the maintenance and repair
work.
 Identify processes of selected maintenance work.
What are tools?

When we talk about maintenance work, we can never pass talking about tools
because the maintenance work will not be done without tools.
Basic tools and equipment help carry out repair and maintenance work. They cost a
lot of money but you do not need to buy them all at once. However, it is essential to
look after the tools you have bought. They must be stored in a safe place like a
toolshed or a tool-kit.
Tools are classified as manual and power or electric tools. Power tools obviously
need electricity to operate. Commonly used hand tools include screwdrivers,
wrenches, saws, drills, pliers, staplers, spirit levels, and clippers. There are basic or
simple power-operated tools, including electric drills, electric saw, and equipment
used for boring, milling, and welding.
MAINTENANCE TOOLS
Manual Tools Power tools

Refer to the above pictures to answer the questions that follow.

1. Do you know the names of these tools? Write down their names
2. Select only three (3) tools in the picture and briefly describe the use of each of
them. For example; a tape measure is used to measure correctly before cutting.
(a) _________________________________________________________________
(b) _________________________________________________________________
(c) _________________________________________________________________
Different Tools for Different Purposes

Let us come back to your repair and maintenance work that you identified in the last
lesson. You are to list the materials and tools needed to carry out the required tasks
below. Different tools are needed for different maintenance tasks. However, a
number of tools can be used for a single task or a tool can be used for many different
tasks.
Saw
A saw is a hand held tool used to cut
wood into desired shapes sizes.
Saw
s
Chisel
Chisel is a hand tool made of steel and is
used to bore wood, metal, stone and rocks. It
has a sharpened edge at one end which is
called the blade of the chisel. The materials
are cut and carved when this hand tool is
used with the force of hammer or a mallet. Chisel
Drill
A Drill is a boring hand tool which
is used to make holes in walls,
earth, wood etc. Types of Drills;
Hammer Drill, Press Drill, Air Drill
and Percussion Drill Drill
Shifting Spanner
This hand tool is sometimes called
wokabout spanner because of its
movability when in use function. It is
used to tighten and loosen nuts.
Shifting spanner
Proper Uses of Tools and Equipment for Safety

Using tools equipment and cleaning agents safely when carrying out repair and
maintenance or other improvement work is important. Proper use of the tools and
equipment must be observed for safety reasons.
Injured hand from mishandling tools
Accidents do happen even when we think we are careful. It is important to use tools
safely.
Care of Tools
Tools and equipment are expensive. Care of tools is very important. Tools need to be
cared for and stored well to keep them in good working condition so that they also
last longer.
General Hints for caring for tools

 Clean and oil the tools thoroughly after use.
 Store the tools in a secure place like a toolbox or a cupboard
 Only use tools for the purposes for which they are meant to be used.
 Repair the tool as soon as they become damaged. So that they can be
used safely again.
 Keep a stock book to record the number and the condition of the tools
and equipment.
 Create and maintain an effective borrowing system to make sure tools
are returned after use.
What would you do to a pair of pliers if it is rusty and would not open for use?
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________
Basic Maintenance
Changing kunai grass/sago palm thatched roof
Some traditional house roofs are made from kunai grass. These roofs are common in
traditional houses in the highlands and in some areas of the lowlands of Papua New
Guinea. Most lowlands use palm leaves from palm trees.
Take a look at the tools and materials you identified to repair a leaking roof in a
traditional Kunai grass roof house.
What will you need?

 cutting tool
 claw hammer
 sharp bush knives
 kunai grass
 bush ropes
 timber
 nails, strong vines
Replacing kunai roof

Instructions:
1. Start from the top and work down. Cut loose and untie the rope supports from the
wards roof. Pull out any nails used to nail the supports.
2. Remove the old kunai grass from the roof.
3. Replace with new kunai grass and tie it firmly on to the roof rafters.
Cleaning walls and ceilings

Dirty finger marks, mould, spider webs cockroach faeces and other dirty spots should
be removed from walls and ceilings as soon as they appear to avoid the need for
repainting.
What will you need?

 feather duster
 scrubbing brush
 soft cloth
 abrasive powder, (cleaning agents)
 cleaning rags or old towels
The following are simple instructions to follow when cleaning walls and ceiling.
Instructions:
1. Remove any pictures or wall hangings. Always begin from the top and work
downwards.
2. Use a feather duster or a soft brush to remove spider webs, and dust. Begin at
the top of the wall and work downwards.
3. For wooden walls, use softer detergent to spray and rub using a thick cotton
fabric. Then wipe out using a towel or other woollen fabric.
4. Use a soft cloth and abrasive powder to remove any dirty spots.
5. For brick and tile walls, use a scrubbing brush and a damp soapy cloth to wash
the wall.
6. Rinse the wall with clean water. Dry off the excess moisture by using cleaning
rags or an old towel.
7. When the wall is dry, hang the pictures back plus other wall hangings.
Repainting walls
Fresh paint makes a wall looks more attractive. Paint also protects the wall surface
from wear and tear and makes it lasts longer.
Below is a set of instructions to carry out a maintenance task. List the materials you
will need to carry out the activity.
What you will need:

___________________________________________________________________
___________________________________________________________________
Instructions:
1. Using abrasive paper, scrap away any dirty spots and smooth old paint.
2. Use wood filler or putty to fill in any cracks in the wall.
3. Wipe away dust and dirty spots with a cloth.
4. Apply undercoat paint to the wall and let it dry out.
5. Apply the gloss paint to make the walls look attractive.
6. For internal walls, apply semi-gloss paint. Semi-gloss reflects less and is
gentler on your eyes.
Maintenance to Floors
One of the most common problems with floors is a squeaking floor.
What will you need?

 Hammer
 Nails
Instructions
1. First check if the floor boards are loosely nailed and re-nail them firmly
2. If several boards are loose, the joists may be sagging (sinking) due to too much
weight. Restore it to its original level with a temporary support. Nail on a piece of
timber that is the same size and long enough to hold the joist.
Repairing Broken Water Pipes

Water costs money in the urban centres. It is important to fix broken pipes and
leaking taps immediately in the urban centres.
What will you need?

 Pipe (correct size and appropriate material)
 Glue (appropriate)
 Plumber‘s sticky tape
 Appropriate Tools ( for cutting, measuring, fastening, etc)
Instructions:
1. Turn off the main tap to prevent water from flowing.
2. Cut the broken pipe section with a hacksaw.
3. Transfer the measurement with a new pipe and cut it.
4. Apply pipe glue on to both ends of the new pipe.
5. Fit the new section so that it sits outside the top pipe and inside the bottom pipe.
6. Leave the pipe joints to dry completely.
7. Turn on the water to see if there is any leakage from the joints
8. If there is water leaking from the joints, use plumbers‘ sticky tape to wrap around
the tread of the joints.
Replacing Louvers or Window Frames

In the past, many houses were built without windows. In many areas this was done
for security and in the highlands this was done for warmth.
Today people know that it is important to have windows to let in fresh air and
sunshine.
Instructions:
1. Remove the curtains or tie them back if they get in the way.
2. Open the louvers so that the louvers are in the vertical position and remove the
broken louvres.
3. On removing the broken louvres, transfer the measurement and cut out new
louver blades. Make sure you cut them to the correct measurements to the old
one.
4. Place the new blades to the louver frame as needed and screw the window
frames until firm.
When carrying out window maintenance, you need materials. However, in the
above what materials would you need? Make a list of them.
___________________________________________________________________
___________________________________________________________________
Other Improvements
Here are ways to make other improvements.
1. Repainting Walls
Fresh paint makes buildings look more attractive. Paint also protects the wall surface,
posts and other wooden surfaces from wear and tear and that it lasts longer.
2. Landscaping
Land scaping is making

improvements to the
grounds surrounding your
home. A well planned
outdoor living area with a
boundary hedge or fence,
lawns, flower beds and
shady trees looks
Home landscaping attractive and gives your
family the opportunity to
Here are some landscaping ideas for your home. spend pleasant leisure
 Setting boundaries - In rural areas, bush timber cantime
be outdoors.
used for fencing. In
urban areas, high-wire fences are a common sight. Hibiscus plants can be
planted in rows to form a hedge.
 Making flower gardens – Flower gardens are usually planted close to the
houses and along the hedges or paths. These add beauty to your grounds.
 Setting lawns – Lawn are grass covered areas. They should be cut short
regularly. Rake dead leaves and gather rubbish to keep lawns neat and tidy.
 Constructing pathways - A path leading to the front door is usual and a path
from the backdoor to the clothes line and to other garden areas is useful.
Summary:
 food contains different substances called nutrients. Nutrients are

chemicals found in food that helps the body to work properly. Each
nutrient does different work in our body.
 there is energy giving nutrients, protective nutrients and body building
or nutrients that promotes growth.
 all the different types of food are grouped according to their nutrient
content and their respective function in the body.
 good nutrition promotes good health. Balanced diet is a requirement
for all of us.

Practice Exercise 7
1. List three of the many basic maintenance tasks discussed in the lesson.
(a) _________________________________________________________________
(b) _________________________________________________________________
(c) _________________________________________________________________
2. How can you improve the outlook of a building?
_________________________________________________________________
_________________________________________________________________
3. List the materials that you would need to clean a toilet and bathroom of a family
home.
(a) ______________________________ (b) ___________________________
(c) _______________________________ (d) ___________________________
4. List three advantages of landscaping.
(a) _________________________________________________________________
(b) _________________________________________________________________
(c) _________________________________________________________________
5. The information in the Resource Book on basic maintenance work will help you do
this activity. List the materials needed to replace a blind wall or a ‗pangal‘ wall. Then
write the set of instructions on how it is done. You can ask your parents or an elderly
person to help you. You can show the steps in a diagram form if you want to.
REPLACING BLIND WALLS / WOVEN WALLS
A. Materials needed B. Instructions
 ________________________ 1. ______________________________________
 ________________________ 2. ______________________________________
 ________________________ 3. ______________________________________
 ________________________ 4. ______________________________________
 ________________________ 5. ______________________________________
NOW CHECK YOUR WORK. ANSWERS ARE AT THE END OF SUBSTRAND 2

Supplementary Information 14: Use and Care of Tools
This is particularly important so the highest care can be given to the area of any
building which needs maintenance and planning it will ensure that enough and much
needed materials are obtained, at an affordable price, and each area is given the
care much needed at any point in time. In lesson 7 you will look at the use and care
of the tools used to do work. Tools help us to do work and therefore must be cared
for in order to be used longer in carrying out work. Each piece of tool is designed to
do specific task and must be given the care it needs so it will lasts and serve its
purpose. Read the information below.
Supplementary Information 15: Repairing an Iron Roof
In lesson seven one (7.1) you learnt about the use and care for tools so they lasts
longer and help when we need them in our work. In this lesson, you will learn about
Basic Home Maintenance, care and improvement. All these things are to be done
taking in to account costs of repairing and renovating and at the same time ensuring
peaceful and safe environment within the area.
How to repair an iron roof

Supplementary Information 16: Replacing a Blind Wall
In lesson four you learnt about planning nutritious meals, how to consider all the
different factors like safety, costs involved, access, nutritional requirements and how
to preserve food generally. In this lesson 5 you will learn about Basic Home
Maintenance, care and improvement. All these things are to be done taking in to
account costs of repairing, renovating and at the same time ensuring peaceful and
safe environment within the area.
Bamboo blind walls are commonly used in traditional; houses in Papua New Guinea.
Traditional blinds are woven from pitpit, bamboo and midrib bark of a sago palm (pan
gal). Those blinds are hand woven and often have very beautiful and distinctive
designs.
Replacing a Blind Wall
Bamboo blind are used on both external and internal walls. Blinds are best used
inside where they last longer and their beauty can be appreciated.
If blinds are used on external walls that are exposed to the weather (sun and rain)
they will lose their colour and eventually break and decay. Rotten and broken blinds
must be replaced with new blinds.
PRACTICE EXERCISES
GR 7 MAL S2 112 ANSWERS TO PE L5-7

Practice Exercise 5
1. Explain the reasons why it is necessary to carry out repair and maintenance to
buildings.
Repair and maintenance helps to restore broken or damaged parts of the building to
good condition. In repair and maintenance we are fixing and mending by doing some
changes to the building for the purposes of safeguarding the strength and life span of
the building.
 To maintain the standard or look of the building
 It saves money, time and effort to repair a building than to build a new one
 It prevents further damage to the building
 It creates an environment of safety and gives the confidence to the owner
2. What are other ways of improving the buildings or its surroundings if repair and
maintenance work is needed?
Other ways of improving or making the buildings better or become better include
 regular cleaning
 building extension especially the verandah
 repainting both the interior and the exterior of the building
 replacing furniture
 landscaping including constructing foot paths, flower gardens and building „haus
win.
 fencing
3. Briefly explain this phrase in your own words, „Early Repair Saves Time, Money
and Effort‟.
Sample answers only – wordings may be different but the idea must remain)
 It means, the sooner you attend to a repair work needed, the less expensive it will
be. You will save time and even save the building‟s condition from falling apart. It
would cost less, take less time and require little effort because the damage is
relatively small. However, if you delay small repair work, the repair work
requirement will be extensive and as a result you will spend more money, it will
take a long time and effort to carry out a bigger repair work.
4. Name the materials shown in each picture and write down 2 different uses of each
material.
(a) bamboo – It is used as posts for building houses and fences, firewood, cook
food, build furniture, blinds for walls, as torch in the nights, utensils, cutlery,
containers to store water and the young shoots as food.
(b) bush knife – It is used mostly for cutting, sometimes as weapon
(c) logs/woods – They are used for building houses, bridges and fences, firewood,
furniture
Practice Exercise 6
1. Make a list of four building materials available in your community
Answers will vary depending on where your location is. Building materials for rural
setting and urban centre may vary in many aspects. Some materials will be common
for both rural and urban settings. Only four (4) are required.
Rural setting
Timber /wood/logs from trees rocks river stones bamboo
kunai grass vines pandanus
bark of trees tree trunk sand
corals
sago palms and leaves other palms and leaves
Urban Setting
paints cement pipes
plywood glass metal
frames fibro metal stripes
plastics timber nails
Corrugated roofing iron
2. List four maintenance needs of a family house in a rural setting.
Possible answers only and will depend on your location.
(a) Changing kunai grass roofs
(b) Cleaning walls and ceilings
(c)Patching / replacing a blind wall
(d)Repainting
(e) Fixing the stairs
3. Using the table below make a list of four buildings in your community and describe
them. The first one is done for you as an example.
Purpose of Type of Building Materials Used Current

Building Condition of
Building
(a) Church Semi Permanent  Iron roof, treated posts,

New (about 2
ordinary local timber,
yrs old)
sewn timber,
 Bamboo & pit pit blind for
the walls
 Nails
(b) Our home Local material house  Kunai grass roof Old, more than
 local timber 5 years old
 Nails & bush vines
 tree bark
 bamboo blind
 sewn timber for door
 nails
(c)Primary Semi-permanent  Iron roof

Old, more than
School  local and sewn timber 20 years old
 Nails & bush vines
 tree bark
 bamboo blind
 nails
Old, more than
(d) Aid post Permanent  Iron roof
15 years old
 sewn and treated timber
 metal braces New, more
 V-cream for walls than 3 years
 nails old
 paint
 Varnish
 Tiles
 Mesh wires
3. Why would you cut down branches of a tree growing over a building?
The leaves cause the iron roof to rust and also they cause both coconut thatched
roofs and kunai grass roof to rot away faster than they normally would without the
leaves. It is also for safety reasons that people should ensure there are no branches
growing over their home building.
4. Briefly state how you would repair door hinges.

 Tighten the hinge screws firmly using the screw driver
 Apply oil onto the parts of the hinge that cause friction
 If this does not fix the problem, unscrew the door hinges and replace with new
hinges.
Practice Exercise 7
1. List three (3) of the many basic maintenance tasks discussed in the lesson.
(a) cleaning walls and ceilings of houses
(b) maintaining floors of buildings
(c) repair broken water pipes
(d) replacing louvres or window frames
2. How can you improve the outlook of the building?

We can improve the outlook of the building and it‟s surrounding by a number of ways
including;
(a) general cleaning
(b) repainting
(c) relocating
(d) landscaping
(e) repairing maintaining or replacing the affected or damaged parts
3. List the materials that you would need to clean a toilet and bathroom of a family
home.
Depends on the type of facility.
(a) broom
(b) cloth
(c)gloves
(d) toilet scrubbing brush
(e)disinfectants or detergents, For example antiseptic and bleach.
4. List three (3) advantages of landscaping.

(a) makes the whole building and its surroundings beautiful
(b) reduces possible accidents and thefts
(c) adds value to the property if it is in a urban centre when put for rentals or even
sales in the urban centres
5. The information in the Resource Book on basic maintenance work will help you do
this activity. List the materials needed to replace a blind wall or a woven wall. Then
write the set of instructions on how it is done. You can ask your parents or an elderly
person to help you. You can show the steps in a diagram form if you want to.
REPLACING BLIND WALLS / WOVEN WALLS

A. Materials Needed for Replacing Blind Walls
 Pre-woven blind (should have been kept dry)
 cutting tools
 tape measure
 hammer and right size nails for the job
 stripes of wood
B. Instructions
1. Cut loose the ropes that hold the blinds to the wall posts. Pull out the nails
and the materials used as cover stripes.
2. Pull the blind away from one end and roll it to the other.
3. Measure the old blind and cut the new blind to the same size.
4. Place one end of the new blind on to the wall post and pull the blind to the
other side.
5. Tie the blind firmly to the wall posts. Then Press and place timber pieces
and nail on it as cover stripes beginning from one end to the other. The
timber stripes should not be placed too close to each other.
A. Materials Needed for Replacing Pangal Walls

 Pre-prepared pangal (should have been kept dry)
 Cutting tools
 Hammer and right size nails for the job
 Strong vines/ropes
B. Instructions
1. Cut the ropes loose.
2. Remove the pangal one by one.
3. Tie the new prepared pangal on to the wall postsusing a strong vine.
4. You can also nail the pangal on tro the wall posts using 2 inch nails.
SUBSTRAND 3
WISE CONSUMER
In this Substrand, you will learn about;

 people’s rights and responsibilities as consumers
 money management skills, record keeping and budgeting
 organizations that provide goods and services which can be
accessed and used wisely
 qualities of a wise consumer
GR 7 MAL S2 118 SS 3 INTRODUCTION
SUBSTRAND 3: WISE CONSUMER
Welcome to Substrand 3: Wise Consumer. This is the third Substrand of

Strand 2 Course Book. In this Substrand, students develop skills of
effective money management and will be to make informed decisions
about goods and services available to be accessed. You will develop an
understanding about your rights and responsibilities as consumers and
apply money management skills such as planning, budgeting and record
keeping. You will also identify organisations that provide goods and
services which can be accessed and used wisely.
This substrand consists of 3 lessons, lessons 8, 9 and 10. Lesson 8 is about the
importance of consumer rights and responsibilities.
Lesson 9 is about identifying organisations that provide goods and services which
can be accessed and used wisely. It also talks about existing organisations and laws
concerned with consumer affairs.
Lesson 10 is about applying knowledge and skills of a wise consumer in practical

situations by making informed decisions. it is also about demonstrating effective
money management skills as wise consumers.
The independent Consumer and

Competition Commission (ICCC) is
Papua New Guinea’s Consumer
watchdog and Economic Regulator.
Consumers can be any person who

requires or uses goods or services for
personal, domestic or household use
of consumption.
Lesson 8: Consumer Rights and Responsibilities
Introduction:
Welcome to Lesson 8 of Substrand 3. In the last lesson, you learnt about
how to do repair and maintenance work. In this lesson you will learn
about the Consumer Rights and Responsibilities.
Your Aims:
 Discuss the importance of consumer rights and responsibilities
 Identify the different rights and responsibilities of consumers
generally
 Discuss the rights and responsibilities of a consumer in the
community they are in.
What are rights?

Every human being has rights. A right is something that a person can expect from the
people around them, or from society as a whole. What are responsibilities? In any
society a person also has responsibilities. A responsibility is something that must be
given back in return for being given rights.
Consumer Rights and Responsibilities

Consumers have rights. They also have responsibilities. Consumer rights provide a
consumer with guidelines for consumer protection and form the basis of consumer
laws. The government has set laws to protect consumers. It is called the Goods Act.
As stated above, all consumers have rights. In the event that rights are threatened or
violated, the consumer can seek help or lodge complaint with authorities concerned
with consumer affairs.
Examples of Different Rights and Responsibilities of a Consumer

Consumer Rights:
 The right to safety - to be protected against products and production processes
that are dangerous. Goods and services we pay for should not cause the
consumer harm. For example purchasing goods must not result in food
poisoning.
 The right to choose - to be able to select from a range of products and services,
offered at competitive prices with an assurance of satisfactory quality.
 The right to consumer education - to acquire knowledge and skills needed to
make informed, confident choices about goods and services, while being aware
of basic consumer rights and responsibilities and how to act on them.
 The right to be informed - A consumer must receive reliable and honest
information about goods and services that are advertised and purchased. For
example: Products for sales must be at genuine reduced prices.
 The right to redress - to receive a fair settlement of just claims, including
compensation for misrepresentation, or unsatisfactory services. If a problem
comes up, this should be resolved. For example, a faulty item should be
replaced or payment reimbursed (refunded).
 The right to be heard - to have consumer interests represented in the making

and execution of government policy and in the development of products and
services. If there are issues with the quality or the price for goods and services,
the consumer has the right to be heard.
 The right to a healthy environment - to live and work in an environment which is
non-threatening to the well-being of present and future generations. For
example, a clean water supply and garbage collection is needed for healthy
living.
Consumer Responsibilities
Along with knowing their rights, it is the responsibility of each and every consumer to
be sure that they are protected. Now you know the consumers have responsibilities
to protect themselves by the following.
 Shopping carefully and wisely. To be sure that you do not buy faulty goods.
 To be positive that goods are easily serviced.
 To check the article sold is true to the description on the label and advertising
in the press, on TV and radio.
 To know exactly what you need and what you can afford.
 To compare prices and finance terms that are offered.
 Understanding the terms of the sale, reading and following instructions.
 To read guarantees and warrantees carefully. Getting guarantees in writing.
 To never sign anything you have not read or fully understood.
 Filing receipts and all other necessary documents.
 Asking questions at point of sale.
 Reporting frauds to the person who provided the service and also to know the
agencies and legislation which exists for your protection.
 Keeping informed about new products.
If you have a genuine complaint, complain politely, calmly and firmly to the seller. Tell
the seller exactly what is wrong and if possible show him the article and ask for the
goods to be replaced or exchanged. In a supermarket or large store, speak to the
division manager, not the sales assistant. In a small store speak to the owner. If you
do not receive satisfactory answers, or if your complaint is ignored contact the
relevant authorities that are established for consumer protection.
The responsible organisations established for consumer protection are discussed in
the next lesson. For example; Independent Consumer Competition Commission
(ICCC).
Consumer’s Rights and Responsibilities in the Community

Here is a list of consumer‘s rights and responsibilities
 to respect for their individual human value and dignity
 to be treated with courtesy
 to be assessed for access to services without discrimination
 to be informed and consulted about available services and other relevant
matters
 to be part of decisions made about their care
 to choose from available alternatives to pursue any complaint about service
provision without fear
 to be involved in and support their choice
 to receive good quality services
 to privacy and confidentiality, and access to all personal information kept

about the consumer
Check Date Stamping

Many food items have a “use by” date or a “packed on” date stamped on them. It is
wise to check dates on all food products which you buy. You can then avoid
disappointment and save time and effort in returning the product. It is the
responsibility of a consumer reporting unsatisfactory products to sellers (retailers and
manufacturers) in order that they may be removed from shelves.
Read the letter below is an extract from the Editors Page expressing a concern
on the violation of a consumer-right practice?
P. O .Box 8
Boroko
NCD
02nd July 2009
The Chief Editor

The National
National Capital District
Dear Sir / Madam,
I would like to express concern of an outdated item which I bought from

Gordon‘s Food World. The incident took place at Gordon‘s Food World at
Gordons on Monday 29th June, at 4 p.m. The item was a 2 litre bottle of
Paul's milk. After consuming some at home, I realised it tasted unusual. When
I checked the expiry date, it read "21/06/09". It was expired for more than one
week. As a result I had an upset stomach for several days, and more
importantly have missed three days of work.
It is unacceptable that a provider of services to be so negligent and careless

with its customers, especially for a big reputable retailer. I am happy to make
this public because these instances have to be shown to the public and such
companies must be penalised so that they act more responsibly in the future.
I encourage shoppers to always check the expiry date and other signs before
purchasing food, even at a big shop. More importantly, I urge shop owners to
be very mindful of such bad practices so as not to risk the health of
customers.
Regards
Tony Karo
Source: The National, 2/07/09

1. According to the letter to the editor, what was the writer‘s concern?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. Who was at fault in the situation? Why?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Fraudulent Deals
Fraud refers to some con or deceitful ways to gain money and other valuable
resources. It is some people‘s way of earning a living. They become good or
professional at it that you would immediately think they are genuine. Below are
some tips to keep in mind as a wise consumer to protect you from fraud.
Tips to avoid fraudulent deals

 Get referrals - Do not pick a vendor just because they seem competent or they
have a nice website or you've seen an advertisement about them on TV. Do
your research before you give anyone money, place an order or any work
takes place. Check the company's track record with the Better Business
Bureau and ask them for references you can call. You should also ask your
family and friends to recommend trustworthy companies that they've used in
the past.
 Do not pay for anything in advance - Do not pay for anything in advance
unless you get the goods and services, have a signed contract that specifically
lays out a payment plan. If a supplier asks for money for supplies before hand
it means they do not have good credit or enough money to support their own
business.
 Keep personal information secret - Never give out your pin numbers or
passwords, or other personal information over the phone or in an email.
 Keep a copy - Make sure you keep copies of all receipts, refund information
and any other documents that you exchange with a company. It helps to have
back-up copies in case you have a problem.
Comparing Prices
Sometimes different stores sell the same product with different prices. The wise
buyer will buy the product at the store which has the lower selling price. He/she will
compare prices. Consider the following example, the cost of same packet of Anchor
powdered milk in three different shops. They are in three different prices, K5.25,
K5.85 and K5.32 although they are in the same quantity. Money can be saved by
finding the cheapest price for the product.
SAME PRODUCT WITH DIFFERENT PRICES IN DIFFERENT SHOPS

Store A Store B Store C
This can also happen in a local market too. A consumer may find cheaper bananas
to similar ones sold by another person. This also applies to the paying for services.
You may find one gardener charges K25 while another may charge K15.
Why are prices different for the same products in different stores?
Stores in rural areas often charge higher prices for their goods than stores in towns.
Why is this? Firstly, rural stores often have higher transportation expenses. Store
owners increase their selling prices to pay for these extra expenses. Secondly, small
stores often can buy less number of cartons from wholesalers. Town stores are
usually larger and they buy larger quantities in bulk with discount price and they can
offer lower selling prices. Other reasons are competition among the stores in town
and also having sales or selling goods on special prices.
Summary:
 consumer rights provide a consumer with guidelines for consumer

protection and form the basis of consumer laws.
 all consumers have rights and responsibilities. Where there are
rights, there are also responsibilities.
 when comparing prices some goods are sold at different prices at
different stores.
 it is up to each individual retailer to decide what they think they
should charge for the goods that they sell

Practice Exercise 8
1. Define consumer rights and responsibilities.

___________________________________________________________________
___________________________________________________________________
2. Look for “use by” date or “packed on” date on products. In your own words explain
what the label means.
___________________________________________________________________
___________________________________________________________________
3. Cut out advertisements in newspapers and identify different prices in different
shops for the same product. Give three reasons for the different prices.
(a) _________________________________________________________________
(b) _________________________________________________________________
(c) _________________________________________________________________
4. (a) Do a survey by comparing prices of goods in 2 different stores in your
community. Draw a table like the one below. You may compare prices of goods in
more than 2 shops by making adjustments to the table. Write the names of the shops
instead of supermarket A or B as in this example. Select 10 products sold in both
shops.
PRODUCT SUPER MARKET ‘A’ SUPER MARKET ‘B’

COST COST
(b) Which supermarket will you buy from? Give a reason for your choice.
___________________________________________________________________
5. Interview people in your community and record information about the types of
problems that they have when doing shopping.
___________________________________________________________________
___________________________________________________________________
CHECK YOUR WORK. ANSWERS ARE AT THE END OF SUBSTRAND 2

Supplementary Information 17: Consumer Rights and

Responsibilities

A consumer is anyone who uses things. A person who buys goods is a consumer. A
person who eats rice or drinks tea is also a consumer. A person who works for other
is also a consumer. The things that a person consumes can be either goods or
services.
Consumers have basic rights and responsibilities. In this sub strand, important words
such as rights and responsibilities will be explained as well as the difference between
goods and services.
What are Rights?

Every human being has rights. A right is what a person can expect from the people
around them, or from society as a whole. It may be the right to speak what they think.
This is called ―freedom of speech‖. It may be the right to be treated fairly by a court.
As a consumer, you have a right to expect right weight of goods from sellers for
example, if you are requesting1 kg of rice, it should be exactly 1 kg not 900 g. If you
buy a radio you have the right to know about its working system and also you have
the right to discuss about it with whoever is responsible with that.
Consumer Rights
Goods for sale should not present an undue risk of physical harm to consumers.
Goods that cause harm include rotten food or expired goods, impure kerosene,
defective vehicles, unsafe electrical appliances and some un prescribed drugs.
Police, health inspectors, and the ICCC have the authority to enforce safety
standards for consumers. They have the right to expect that the products they buy
are safe and will not harm them. In the event that this right is threatened or violated,
the consumer can seek help or lodge complaint with the ICCC.
a. The Right Choice

Consumers have the right to choice, in terms of goods and services they
purchase or hire. In our society, we have different businesses providing similar
goods and services. We can choose from different sellers at markets, shops
and service providers. This prevents one business controlling the quality and
charge of services. Customers should have a choice of banks, health services
and food products.
b. The Right to Education

People have a right to consumer education to learn about good money
management practices and hazards to avoid. They should learn how to use
money wisely to get value for the money they spend.
c. The Right to Information

The government recognises the importance of people being informed.
Advertisements and labels on products should be clear and accurate.
Consumers have the Right to be clearly informed about the contents of tins
and packages and the price of them. Many perishable packaged foods have a
use-by-date to enable people to choose food in good condition. In the event
that this right is threatened or violated, the consumer can seek help or lodge
complaint with the ICCC.
d. The Right to Redress

If there is a problem it should be solved. For example, a faulty item should be
replaced or money returned. They have a right to return goods or be
compensated if an item does not perform as it should.
e. Consumer Awareness
Awareness is an important part of informing the consumers of their basic rights
and responsibilities and promoting their interest under the law. Consumers are
educated and informed through awareness programs and information via the
use of print and audio media.
f. Price Monitoring and Surveillance

Certain essential goods and services are declared by the National Government
and gazetted for price controlled and monitoring purposes for the welfare and
benefit of consumers.
g. Consumer Responsibilities
A responsibility is something that must be given back in return for being given
rights. For example, ―freedom of speech‖ is a right but that does not mean that
you can say whatever you want. It‘s a responsibility to obey and respect the
right of ―freedom of speech‖ when talking. Should not telling lies or offend
other people.
As a consumer you have the responsibility to obey the above rules and act
according to them. Apart from that there are some other responsibilities too
that you have to consider. They are:
h. Paying on Time
It is your responsibility as a consumer to pay your bills on time, or you may
face disconnection from your suppliers. If you wait until you have been
disconnected you will probably have to pay a reconnection fee, security
deposit and your bill before the supply is reconnected. Some examples of
these are water and electricity bills.
i. Following Contract Terms & Conditions

If you sign a contract, you are bound to its terms and conditions. A contract is
a legally binding agreement so it makes sense to take the time to read it
carefully, especially the fine print, and ensure you understand what you're
signing up to.
Consumer Protection
The government tries to protect the rights of consumers by setting laws which state
the responsibilities for sellers of goods. Consumers should look at products very
carefully before buying them. The consumer has no right to ask for their money back
simply because they have changed their mind. The government only protects wise
consumers.

Supplementary Information 18: How to make a Complaint to ICCC?
What is the ICCC? ICCC refers to Independent Consumer Competition Commission.

It is the Consumer Watchdog and Economic Regulator in Papua New Guinea.
How can consumer complaints be brought to ICCC?

Most traders deal fairly with their customers. It is in their interests to establish good
relationships and a good image so that the customer will return or recommend the
trader to friends. When problems occur, wise consumers should know what to do.
Let us assume that you have purchased a television set and found it unsatisfactory.
May be it does not work properly or does not work at all. You have read the
instructions and followed them carefully.
If you feel you have a complaint then you have a right to have the problem resolved.
This might means that the television can be be repaired, replaced or you can get
your money back. If the set came with the guarantee then the company has the
responsibility to act on it. If there is no guarantee, or if the trader refuses to honour
the guarantee, then you need to exercise your consumer rights.
In this case, you have the right to redress. You need to know your legal rights and
how to achieve those rights. You need to know how to complain.
The following steps to be followed.
 Contact the trader

Ask to speak to the manager or person in charge. Be calm and explain what the
problem is and why you are not satisfied.
 Contact the Independent Consumer Competition Commission (ICCC)

If you are still not satisfied, you should contact the ICCC. The ICCC encourages
consumers to report any complaints through the telephone, facsimile, email,
writing or personal attendance at any of its offices. Consumers may lodge a
complaint against any business or supplier for provisions of goods and services.
What happens when you make a complaint? The ICCC will record all the
relevant information about your complaint. The officer responsible will check
whether the ICCC has the power to deal with your complaint. If yes, it will notify
you by phone, fax or in writing then proceeds with its investigation into your
complaint. If the ICCC has no powers, it will try to find out the appropriate
agency or authority and then refer the complaint to it. It will also advise you of
its position and ask you to follow up with that agency or authority concerned.
The ICCC will do its best to resolve a consumer complaint in a cost effective
manner and for the benefit of all parties concerned. It will discuss your
complaint with the trader and try to negotiate a settlement of the dispute which
must be acceptable to both parties. To do this correctly, they need to know all
details of your purchase. In due course you will be advised by ICCC of the
trader‘s reaction and any settlement offers made.
The ICCC can act as a mediator but the parties may choose their own mediator
rather than the ICCC at their cost and own arrangements. If a consumer
complaint is not resolved by this way, he/she may have legal rights to go to the
court.

Lesson 9: Organisations Concerned with Consumer Affairs
Introduction:
Welcome to Lesson 9 of Substrand 3. In the last lesson, you learnt about
Consumer Rights and Responsibilities. In this lesson, you will learn
about organisations concerned with consumer affairs.
Your Aims:
 Discuss the roles and responsibilities of the Independent Consumer
Competition Commission (ICCC) and other organisations that are
concerned with consumer rights.
 Discuss the legal aspects of consumer protection that are in place.
Independent Consumer Competition Commission (ICCC)

The ICCC was set up by an Act of Parliament in 2002. The members of the
commission are appointed by the Head of State, acting with and in accordance with
the advice of the ICCC Committee consisting of the
 Prime Minister who is the Chairman

 Leader of the Opposition
 Governor of the Central Bank
 Minister or, if the Minister is the Prime Minister, the Attorney General and
The Commission has powers to do all things necessary with the performance of its
functions and to enable it to achieve its objectives.
Who is/are the current commissioner(s) for ICCC?

___________________________________________________________________
Roles and Responsibilities of the ICCC

The roles and responsibilities of the ICCC are to ensure that;
 Goods and services which are produced are safe for the general public
 Firms do not harm the environment in which they run their business
 Prices charged are not too high
 Workers‘ rights are protected
 Firms pay the right amount of tax
The ICCC ensure that people get a fair deal from traders. It handle customer
complaints and to see that prices are reasonable, quality of products and service is
good. It also have the power to take legal action against traders who sell poor quality
products or charge unreasonable prices. People can report to ICCC if they are
dissatisfied with the goods and services they purchase.
ICCC compliance and enforcement officers work in the Regional Offices throughout
Papua New Guinea to ensure that businesses are setting their prices in accordingly
to the General Price Orders of controlled goods and services. Price Inspectors are
attached to each of these centres to check retail stores in their areas to make sure
that stores are not overcharging customers.
The following are the roles and responsibilities of the ICCC.
Licensing Regulations
Retail stores must have a licence to trade. These includes tucker shops, trade stores
and supermarkets. In addition separate licences must be obtains in order to sell
certain items. These items include meat, liquor, firearms, petrol, medicine and
insecticides.
Price Monitoring and Surveillance

Price Regulation Act: The Commission has the power of fixing, controlling, or
maintaining of prices for goods and services. Certain essential goods and services
are declared by the National Government and gazetted for price controlled and
monitoring purpose for the welfare and benefit of consumers.
How Price Control Works

The Price Controller does not fix a maximum price for goods that retailers may
charge. Instead, price controller decides on the maximum mark-up a store is allowed
to add to the „cost-into-store‟ (C.I.S.) of goods. Cost Into Store covers the wholesale
price of goods and transport costs. All retail shops must obey price control
regulations when fixing the price of their goods. The price of every day goods that are
subject to price control must be displayed in the stores.
The Price Controller‘s Office sets limits on the retailer‘s mark-up that he/she may
charge for many types of goods. Most of these goods are essential items.
Government price controlled goods are presented in the information below.
PRICES REGULATION (GOODS & SERVICES)

The Prices Branch administers goods and services declared under Section 10 of the Prices
Regulation Act. Goods and services below are either declared for the purpose of direct price
control under Section 21 or price monitoring under Section 32 of the Act.
1. Declared Price Controlled Goods

a. Flour
b. Rice
2. Deregulated Price Controlled Goods
a. Tinned Fish
b. Tinned Meat
3. Declared Price Monitored/Controlled Services
a. Fuel (Petrol, Diesel & Kerosene)
b. Public Motor Vehicles (PMVs) and Taxis
c. Water & Sewerage
d. Stevedoring & Handling charges
4. Reviews under Prices (Goods & Services)
a. Reviews undertaken for declared Goods
b. Petroleum Industry Pricing Review (Issues Paper)
c. Public Motor Vehicle & Taxi Reviews
From the ICCC website Adopted/adjusted by FODE –MAL
The Commissioner gives the power to the Independent Consumer Competition

Commission (ICCC) to;
 inspect stores to see that they are selling controlled goods within the allowed
price range by the Price Controller.
 help consumers with any problems they have about unfair prices or any other
complaints relating to goods and services they have bought.
Inspection for Weights and Measures

This is an Act relating to Weights and Measures. The ICCC is responsible for
ensuring that all forms of weighing instruments such as weighbridge, weighing
machine, scales, balance, steelyard or other instrument for weighing are used
correctly. These includes the weights belonging to the instrument used in trading are
certified correct for trade purposes. Concerned articles include liquids, foods, wares,
merchandise and goods of every description and any article and its package.
Inspection will be in relation to weighing instruments or measuring instruments
includes examination, testing, verification, comparison, adjustment and stamping
under this Act by an inspector.
Many of the things that consumers buy are paid for according to the weight or
volume. Vehicle owner buy so many litres of fuel. Consumers buy rice, meat,
vegetables, fruits and many other different types of items which have been measured
out by the shopowners. Coffee growers are paid according to the weight of coffee
beans they sell. Since the price paid by consumers or, paid to primary producers,
depends on how accurately weights and volumes are measured, the Government is
concerned that businesses use proper equipment. If faulty equipment is used,
consumers can be cheated. They may not be receiving the correct weight or volume
they are paying for.
The Government may send inspectors to make sure that businesses are using the
correct equipment. The Government also informs businesses which brands of scales
and other measuring equipment are acceptable to use. This also apply to ensuring
that businesses have proper labelling of products and complying with international
recognized quality and safety standards.
GOVERNMENT APPROVES CERTAIN BRANDS OF SCALES
Weights and Measures

The Independent Consumer Competition Commission (ICCC) is responsible for
ensuring that all forms of weighing instruments used in trading are certified correctly.
These requirements are necessary under the Trade Measurement, Packaging and
Branding Acts enforced by ICCC.
Businesses are morally and legally obliged to conduct their trading honestly and
correctly in the weighing instruments they use, correct labelling of their products.
Consumers are responsible to ensure they understand their rights to safety and
information.
Investigating Consumer Complaints

It is also responsible for advising consumers of their rights and responsibilities and
look into consumer complaints. These include receiving and investigating complaints
in relation to the provision of all consumable goods and services.
The Goods Act is a law to protect consumers mainly of their safety when they buy
goods and services. Consumer laws also aim to protect consumers against
purchasing goods of poor quality. What should someone do if goods are rotten or
damaged. They should first report to the store where the goods were purchased.
They should ask for the goods to be replaced, or ask for a refund. If the store is not
willing to help the customer then should go to the local ICCC in the area. Officers
there should then investigate the matter.
What is the Goods Act?

___________________________________________________________________
___________________________________________________________________
Organisations and Existing Laws that are concerned with Consumer Rights
Organisations and existing laws that are concerned with consumer rights are ICCC,
Health of Department, Transport Department, Town Councils and other regulated
entities such as Post PNG Limited, Port Corporation, Telikom PNG Limited, PNG
Power, EDA RANU, and Water Board.
Their functions include the promotion of competition and fair trading, regulation of
prices for certain goods and services and protection of consumers‘ interests and for
related purposes.
Roles and Responsibilities of the Health Department

It is the responsibility of the Health Department to protect consumers of food. All food
sold must be safe to eat. This applies to tinned food, processed food and cooked
food. If the Health Department finds that food sold is unsafe to eat, they can order
businesses to stop selling. If the kitchens of the hotels or other places that sell
cooked food are not kept clean, the department can order these places to close
down.
If a particular brand of tinned or packaged food is found to be unfit to eat, the
Department can ban it from being sold. Sometimes, only a single can or packet of a
product can have something wrong in it. However, one complaint may be enough for
the ICCC and Heath Department to ban stores from selling the product, until they
investigate the problem. If they find that this is the only case, after testing many other
tins, the ban will be lifted. This means that stores can start selling the product again.
Roles and Responsibilities of Town Councils

Health inspectors are to ensure a healthy environment in towns. They look after
market places where people sell food, clothes and artefacts, ensuring proper waste
disposal. They check places that sell cooked food to ensure that preparation
methods and facilities are of a high standard. Health Inspectors have the power to
impose fines or close shops with unhygienic premises.
Town Planning Rules

Businesses must obey town planning rules in urban areas.
These are regulations which control the development of land for particular purposes.
For example, some land is set aside for industrial, recreational and commercial use.
Other areas may be for residential use. In such areas no business activity may take
place.
Roles and Responsibilities of the Traffic Registry

The Department of Transport through its Traffic Registry section issue driving
licences to qualified drivers and to register road worthy vehicles. Special rules apply
to Public Motor vehicle (PMV) operators, as they are responsible for the safe travel of
members of the public. There are severe penalties if Police find unlicensed drivers,
un-road-worthy vehicles or unregistered vehicles on the roads. They are a danger to
the general public.
Summary:
 there are Government laws to protect consumers which are

concerned with the selling of goods and services.
 goods that are not fit to be used are returned to the seller. The seller
has the responsibility to replace faulty goods, or to refund the
consumer‘s money.
 consumer complaints are handled by the ICCC.
 Health regulations try to ensure that the food sold to consumers is fit
to be consumed.
 Authories must apply environmentally friendly ways of managing the
environment.

Practice Exercises 9
1. What can the ICCC and Health Department do if a complaint is made about a food
product?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. What are the roles and responsibilities of the ICCC?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. Write down the name of the law or ‗Act‘ which protects consumers? What does this
law say?
___________________________________________________________________
4. Emi bought a sewing machine which cost her K300. The seller did not open the
box when it was sold. When she tried it at home, it did not work.
(a) What should Emi do?
___________________________________________________________________
___________________________________________________________________
(b) How would the law protect her?
___________________________________________________________________
___________________________________________________________________
5. Name four items available in a retail store that need to be weighed or
measured before selling.
(a) __________________________ (c) ___________________________
(b) __________________________ (d) ___________________________
6. Whose responsibility is it to make sure that the scales and measuring equipment
used in buying and selling are accurate?
___________________________________________________________________
___________________________________________________________________

Supplementary Information 19: Consumer Affairs Organisations
The Independent Consumer Competition Commission (ICCC)

This body has been set up by the government to protect the rights of consumers. It
was set up by an Act of Parliament in May 2002. The ICCC derives its powers and
functions primarily from the Independent Consumer Competition Commission Act
2002 (the ICCC Act) but it also exercises power and responsibilities under other
legislation.
The objective of the ICCC Act is to enhance the welfare of Papua New Guineans
through the promotion of competition and fair trade in the market, protection of
consumer interests and regulates prices and service delivery standards in respect to
state owned entities. The ICCC is the only national regulatory body that acts as a
consumer and business watchdog. The provisions of the ICCC Act apply to all
businesses in Papua New Guinea, including the government where it engages in
trade. The ICCC Act also applies to conduct of businesses outside PNG which
affects the domestic market.
Roles and Responsibilities of the Independent Consumer Competition

Commission (ICCC)
The primary role of the ICCC is to administer and implement the ICCC Act and other
related legislation. In fulfilling this primary role, the ICCC performs are number of
functions including the ones given below:
 Performing functions relating to administration of price regulation, regulatory

contracts, licensing, industry regulation and other matters.
 Making available information in relation to matters affecting the interests of
consumers and businesses. This includes information on the rights and
obligations of persons under Papua New Guinea laws that are designed to
protect the interests of consumers.
 Investigating complaints received.
 Promoting and protecting competition in the market and to enforce compliance
with laws relating to market conduct and behaviour in Papua New Guinea.
 Enhance the welfare of the people through the promotion of competition and
fair trading and the protection of consumers‘ interests.
 Protect the long term interests of the people with regard to the price, quality
and reliability of significant goods and services.
 To seek effective outcomes for consumers‘ complaints.
The ICCC has many responsibilities as stated above. You should understand the
main ones that are important to consumers are looking at prices and price control. It
is also responsible for advising consumers of their rights and responsibilities and
looking into consumer complaints.
Consumers who feel they have been unfairly treated by sellers should contact the
ICCC for help and advice. Then they will educate the sellers with the rights of
consumers.
Laws Concerning Business Locations

There are many land zoning laws aimed at controlling the spread of business. They
are also aimed at separating residential areas from different types of business area.
In urban areas, business must obey town planning rules. These are regulations that
control the development of land for particular purposes. For example, some land may
be set aside for industrial and commercial activities. Other areas may be solely for
residential use and in such areas no business activities permitted.
Pollution
Industrial pollution occurs when industrial activities cause damage or harm to the
environment. For example, industrial waste dumped into rivers may kill all the fish.
The ‗Environment Planning Act‘ attempts to limit the amount of industrial pollution in
Papua New Guinea. This law requires all companies with activities that might harm
the environment (surrounding area) to prepare an environment plan for the
government.
Licensing Regulations
Trade stores (including mobile trading stores), supermarkets and other trading
businesses must obtain a ‗license to trade‘ from their local government council before
they are allowed to operate.
In addition, separate licenses must be obtained in order to sell certain items such as
meat, liquor, second-hand clothes, petroleum, chemical products, medicines and
insecticides. Before traders are given a license, their premises must first be
inspected. Inspectors are concerned mainly with making sure that businesses comply
with health regulations. This is in order to:
 Safeguard the health of consumers who may purchase food or other goods.
 Ensure that employees are working in safe and healthy surroundings.
Health inspectors are supposed to inspect all trade premises on a Regular basis to
make sure that food hygiene laws are being obeyed.
LICENSE TO TRADE
Laws to protect Consumers

Laws to protect consumers exist mainly to protect the safety and health of customers
when they buy goods and services. Consumer laws also aim to protect consumers
against purchasing goods of poor quality.
The Goods Act

The main provision of the „Goods Act‟ states that new goods sold by retailers must be
of an acceptable quality. What should people do if they have been sold goods that
they consider to be unacceptable? For example, they may have been sold a bag of
flour that has been damaged by insects and cannot be eaten, or they may have
purchased goods that were underweight or of short measure.
People should first of all complain to the store where they purchased the goods. They
should ask for the goods to be replaced, or ask for a refund of money. If the store is
unwilling to help, customers should contact their nearest Consumer Affairs office,
whose staff will then investigate the matter.
Price Control
All firms must obey the price control regulations when pricing their products. The
government, through the office of the Price Controller, uses price control in order to
prices down and so control inflation. The Price Controller sets limits on the amount
that retailers may charge for many types of goods, most of which are essential items.
These are known as ‗controlled goods‘.
Laws and the Employment of Staff

This is related to:
 Conditions of employment
 Employment of young people
 Sacking of a worker
 Workers‘ Compensation insurance and
 Employment of women
Laws to Protect Manufacturers

Laws to protect manufacturers include those concerning the registration of patents,
copyrights and trademarks. This gives manufacturers the sole right to use certain
product formulae and packaging and advertising material. A patent gives a person or
business (usually the inventor of a product) the sole right to make or sell a particular
product. Copyright gives people such as writers, publishers, musicians, recording
companies and film production and video companies, etc. the sole right to use and
sell their own material. A firm that makes or sells copies of a product manufactured
by another company is breaking international laws regarding patents and or
copyright.
Pricing
Pricing is an important part of marketing. It will help to determine whether the
business is profitable or not. The most important things to consider when pricing a
product or service are:
 Costs
 Competition
 Supply and demand

 Government pricing regulations
Competition
The prices charged for goods and services will also depend on the amount of
competition that is comparing with other shops or firms selling or producing goods or
services. If there are a lot of suppliers selling the same products, then it is not
possible to sell the product for a higher price. If you are a only supplier or a seller of a
product, then you can sell the product at a higher price. You can charge high prices
because the public has no choice.
Sometimes when a new product comes to the market, its price is high at first because
there may be only one or two suppliers of the product. Until some other sellers
compete with this product, the price will remain high. This happened when computers
were first introduced to the market. Prices of the computers are now lower because
so many suppliers compete with each other.
Sales promotion may reduce prices of goods by retailers. This is aimed at increasing
demand for them. Supermarkets regularly reduce the price of some products, just to
attract customers into their stores.
Supply and Demand

Supply is the amount available for sale. Demand is the amount people are able to
buy. Consider the price of betel nut. In places where betel nut is grown and is
plentiful the price is not high. In the places where the supply is low price is much
higher. Vegetables are cheaper in the Highlands than other places because supplies
are plentiful. When vegetables are out of season, their prices will be high because
supplies will be low or even unavailable.
Government pricing regulations

All retail shops must obey price control regulations when fixing the price of their
goods. The Price Controller‘s office sets limits on the amount that retailers may
charge for different types of goods. Most of these goods are essential items.
It does not fix a maximum price for goods which retailers must charge. Instead, it
decides on the maximum mark-up a store may add to the cost-into-store (CIS) of
goods. The cost-into-store (CIS) covers the cost price, plus transport costs. The
controlled price is the price that should be charged as laid down by the price control
regulations.
Below is a list of price controlled goods and the retail mark-up permitted.
Item Allowed retail

Mark-up (%)
Battery – Radio & Torch 26
Beer (maximum price set for different areas) 13 (approx.)
Bread 11
Breakfast cereals 13.5
Butter 11
Cigarettes (maximum price set for different areas) 13 (approx.)
Coffee – beans, ground and instant
Fish – tinned mackerel 13.5

Flour 11
Footwear – rubber and plastic thongs 11
Potatoes 26
Infants‘ food 50
Margarine 13.5
Meat – canned corned beef 11
Milk – powder (concentrated) 11
Poultry – frozen or fresh whole or pieces 13.5
Rice – white and brown 12.5
Soap – laundry, packets and powder 11
Sugar – white, brown and raw 13.5
Tea 11
7.1 A list of priced controlled items
Consider the example below.
The cost price of a 1kg packet of sugar = K3.25

Transport cost = 75 toea
So, the cost-into-store for a packet of sugar = K3.25 + .75 = K4.00
Mark-up allowed for sugar = 11%
So, the controlled price (Selling price) of a packet of sugar = K4.00 + (4.00 x 11%)
= K4.44
The percentage mark-ups listed above are for goods purchased by retailers from
wholesalers within Papua New Guinea. Stores are allowed a higher mark-up if they
import goods directly from overseas or if they purchase goods directly from producers
or manufacturers.
Price controlled items are usually expensive in remote places because transport
costs are higher. This causes the cost-into-store to be higher. There is a maximum
price fixed for beer and cigarettes. But this maximum price will also be higher in the
more remote areas because of higher transport costs.
How price control is enforced

There are a number of ICCC located in urban areas in Papua New Guinea. There are
price control inspectors attached to each of these bureaus. Their job is to check retail
stores in their area to make sure that there is no overcharging. The prices of all price
controlled goods must be displayed. If shop owners are found to be overcharging,
they will be told to reduce their prices. They will be fined if they continue to
overcharge for goods. Price inspectors are supposed to make regular visits to stores
to check on prices. They may also visit stores if they receive complaints about
overcharging.
Labelling and Packaging
Food Labels
There are strict regulations about food labelling. The labels which appear on food
products provide consumers with a lot of information. They may also warn consumers
about possible dangers, or reassure them that the goods meet approved safety
standards.
A label contains the brand name of the product. All pre-packaged foods must show
clearly the name of the food, who manufactured or packed it, where it comes from, its
net weight or volume and the condition the food is in (examples, powdered, smoked
or dried). Food stuff should be date stamped with the words ‗USE BY‘, BEST
BEFORE‘, ‗PACKED/PACKAGED‘ or ‗DATE OF PACKING‘. List of ingredients and the
nutritional information are also added. Nutritional information will tell consumers such
things as how much fat, sugar, salt, carbohydrates and salt the product contains.
Food Additives
Food additives are also identified. A food additive is a substance not usually eaten as
a food. It is added to the food to improve its taste and the colour. Examples of the
food additives are colourings, flavourings or preservatives.
Packaging
Most goods today are pre-packaged; they are put into packets in advance by
producers. Some goods have large packages but plenty of free space inside the
packet for example, packets of potato chips and twisties. This is done to protect the
contents being crushed. Most prepacked fresh food must be marked with the price
per kilogram. The label will form part of the packaging of the product which may be
paper, cardboard, plastic or cellophane. Cellophane is a thin, transparent waterproof
material used for wrapping.
Advantages in pre-packaging goods

 It helps goods to be easily transported
 Goods are better protected from damage or dirt
 Retailers don‘t have to weigh or wrap goods when selling them
 Goods can easily be displayed in shops if they are in packets
 Producers of goods can advertise their names on the packets of goods
Disadvantages of pre-packaging goods
 Customers have to pay extra for packaging. Sometimes this can add up to a
large part of the total cost of the goods.
 It may be difficult to know how good something is if it is in a packet. The
description or picture on the packet may make the product appear better than
it is.
Maggie 2-minute noodle packaging.

Lesson 10: Qualities of a Wise Consumer
Introduction:
Welcome to Lesson 10. In the last lesson, about organisations
concerned with consumer affairs.In this lesson you will learn about the
qualities of a wise consumer.
Your Aims:
 Discuss ways of maintaining personal budgets and keeping accurate
personal and financial records.
 Identify existing consumer problems and suggest ways to improve
them.
Purchase of Goods and Services

A wise consumer is someone who thinks before making a decision. This person
either has the knowledge to make a good decision or to find out the information that
is needed in order to make a wise decision.
Maintaining Budgets
A budget is a plan for how expected income will be used. Individuals, families,
businesses and governments all make budgets. Budgets are good because they
show what the expected income is what expenditures are planned for and there will
be something left over as savings. A good personal or family budget is one where
expenses do not exceed the expected income and there is money left over as
savings for future use.
MONO’S FAMILY BUDGET PER FORTNIGHT
Expected Revenue (K) Expected Expenses (K)
Fathers Income 300.00 Food and house hold items 500.00

Mothers Income 600.00 Transport 100.00
Others, Flex sales) 70.00 Clothes & other needs 50.00
Church 50.00
Utility Bills 100.00
School fees 50.00
Customary Obligations 50.00
Savings 70.00
Total 970.00 Total 970.00
Wise consumers demonstrate effective money management, budget planning and

record keeping skills. They are awareness of their consumer rights and
responsibilities.
Comparing Prices of Goods and Services

Wise consumers are responsible to check and compare the prices of goods and
services before making choices.
Prices of the same product at different shops

You have learned about this in lesson 8. The prices of the same product vary in
different shops due to following reasons.
(a) Some stores have higher prices

(b) Some store buy goods in bulk at lower prices
(c) Competition between stores can lead to lower prices
(d) Some stores sell goods on special (good is sold at a lower price than usual)
SAME PRODUCT WITH DIFFERENT PRICES IN DIFFERENT SHOPS
Store A: K8.75 Store B: K8.50 Store C: K8.99
Prices of different brands

A brand is the product of one manufacturer. Names given to goods are called ―Brand‖
names. For example, ―777, Besta, and Diana‖ are some brand names for some
tinned fish products. There are many different brands of goods available in the
market. Prices of the goods also vary according to the brands although they have
same weights.
DIFFERENT BRANDS DIFFERENT PRICES SAME QUANTITY
Store A: K5.55 Store B: K5.30
The wise consumer should consider price and the quantity of different brands before
buying the product. It is wise to buy the best quality that the consumer can afford.
Remember, the cheapest is not always the best.
Same brand, different quantities and different prices

Even the same brand, a product can be in different quantities. Consumer can buy
whichever he/she wants according to the price. Following are examples of the
packets of ‗OMO‘ which have different quantities and different prices but of the same
brand.
SAME BRAND, DIFFERENT QUANTITIES AND DIFFERENT PRICES
K2.50 K4.80 K9.50
You need 1000 grams (1kg) of Omo washing powder to do your laundry. Which one
of the above would you buy? Why?
___________________________________________________________________
___________________________________________________________________
Making a General Shopping List

A wise consumer always makes a general shopping list before going to the shops. In
this this, needs are met and impulse shopping is avoided. What is impulse buying?
Impulse buying is when you are tempted to buy something without thinking carefully
about whether you truly need it or can afford the product.
A shopping list may include food and other household items which are expected to
buy from a shop or market. From time to time special items like stationary, clothes or
new kitchen items may be needed to be included.
ITEMS QUANTITY
bread 2 loafs
butter 250 grams
corned beaf fabulous 1 tin
potatoes 500 g
onions 250 g
rice 2 pkts x 1 kg
sugar 500g (1pkt)
tea bags 25 bags pkt
biscuits 2 pkts
milk 1 ltr - Pauls
Shopping list
Keeping Accurate Personal and Financial Records

Wise consumers always keep records such as receipts of purchases, warrantees and
guarantees for future references.
Receipts of purchases
A receipt is a document which proves that money has being paid for the product. It
shows the following;
 amount of money paid
 reson for the payment
 name of the person making the payment
 date the money was paid
 signature of the person receiving the money
RECEIPT OF UTILITY PAYMENT
HITRON LTD RECEIPT ORIGINAL

P O Box 209, Waigani
Phone: 3102 2511 Fax: 326
6349 Account Name Lang. For Amount New
Email: Balance
account@daltron.com.pg
10818 NEW ACCOU 1540 New Con K451.45 K451.45
Receipt
Number: 318779
Date : 11 Jul 2009
Time: 11:47am
Payee: LENNY LIYANAGE
Pay Type EFTPOS
Total
K461.46
PLEASE CHECK YOUR RECEIPTS
CAREFULLY
It is always wise to keep receipt of expensive items such as electrical goods, utility
bills payments, lawn movers, generators etc. If there is a problem, you should return
the item to the shop. They will request proof of payment. Wise consumers always
keep records for future reference.
Warrantees and Guarantees

A warranty is a written promise, that a product will conform to specifications and/or
perform as expected. In other words it is an assurance given by a manufacturer upon
which a consumer may rely. Warranties are typically given for a specific time and
other limitations.
A guarantee is a promise or assurance, in writing, that something is of specified

quality, content, benefit, or that it will perform satisfactorily for a given length of time.
Turn to the next page to see the certificate of guarantee.
A Guarantee - warrantee
Packaging and Labeling

A wise consumer will always check carefully on information on the packaging. A big
box does not always mean that you get more.
The use by date – Some goods will not stay fresh beyond a certain date.
Manufacturers are required to indicate on the packages the expiry date of the
product.
Directions – It is very important that the consumer follows directions when

consuming medicine, preparing food recipes and using of electrical goods etc.
Nutritional information – All foods are made of different ingredients such as fat,
salts, carbohydrates and sugar. For health reasons a wise consumer need to
consider the above information. All food labels should give nutritional facts about all
manufactured food.
NUTRITIONAL FACTS ON FOOD LABELS
Consumer Problems
Some of the existing consumer problems are;
 overcrowded buses or stores,
 receiving incorrect change,
 buying out-of-date products,
 using dirty vehicles or premises,
 overcharging
 selling damaged goods and
 poor customer services
There are also some concern over poor delivery of services such as power, water,
health, education, transport and rubbish collection too.
Solving consumer problems

Consumers are responsible for critical awareness of what they are paying for and
whether the price, service and value are satisfactory. They are responsible for taking
appropriate action to be a wise consumer. They should show concern over poor
delivery of services such as power, water, health, education, transport and rubbish
collection and also they have a right to take action and demand quality service. They
should work together to take action if they share a common problem. They have
rights to solve their problems since the government has a responsibility to have laws
to protect consumers.
Health inspectors can close down premises if cleanliness standards are low. Traffic
Division controls the issue of PMV licenses to protect the safety of the traveling
public. The public can lodge complaints with ICCC if they are dissatisfied with
products or services. You have already learned about these consumer rights and
responsibilities in Lessons 8 and 9 in this book.
Summary:
 A budget is a plan for how expected income will be used and what
expenditures are planned.
 A good personal or family budget is one where expenses do not
exceed the expected income and there is money left over as
savings for future use.
 Consumers are responsible for choices they make when buying
goods and services.
 A wise consumer always keeps records such as receipts of
purchases warrantees and guarantees for future references.
 A wise consumer will also look carefully at what is written on the
packaging before buying.

Practice Exercise 10
1. What is a budget?
___________________________________________________________________
___________________________________________________________________
2. What is a shopping list?
___________________________________________________________________
___________________________________________________________________
3. What is meant by the word ‗brand‘?
___________________________________________________________________
___________________________________________________________________
4. Select three packaged foods from your home or a shop. For each of the food item
give the following Information. Write your answers clearly in the appropriate columns.
No. Product name Weights Use-by Packed on Ingredients

& Date Date
Measures
3
5. Why is it important to keep receipts safe?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Supplementary Information 20: Qualities of a Wise Consumer
Who is a Wise Consumer?

A wise consumer is a person who plans ahead before making any decisions. This
lesson explains the features of a wise consumer and how to become a wise
consumer. It will also show how importance of the planning and why it is better to not
rush in when buying goods.
Qualities of a Wise Consumer

Wise consumer demonstrates the skills of money management, budget planning and
record keeping. Wise consumer owns the following qualities.
Making a shopping list

It is wise to create a shopping list before you go shopping. This will help you to stop
buying the things that you haven‘t carefully thought about, or can‘t afford. This may
contain food and other household items.
Comparing the price of goods and services

Consumers have the choice of what to buy and where to buy. Wise consumers
always compare goods and their prices. They are aware of the price of goods which
they regularly purchase. They know the difference in price between stores. For
example, a can of Corned Beef could be cost K6.78, K6.95 and K6.88 in three
different shops though they are in the same weight and the same brand. In this case
the wise consumer can save money by looking at the cheapest price for the product.
SAME PRODUCT, DIFFERENT PRICES IN DIFFERENT SHOPS
K6.78 K6.95 K6.88

Comparing the Quality between Brands
The cheapest option may not always be the best. There are many different types of
brands for a particular item available. A wise consumer will assess the different
brands before purchasing an item. A consumer should always find the best brand
available within their budget. You may buy a lower brand television, but it may stop
working quicker. Cheaper brand clothes may tear more easily. A brand should
always be observed when purchasing a good.
As well as brand names, some products also have a special mark on them. This
allows consumers to know about a product, when they see this special mark. Such
marks are called ‗trade marks‘. Some manufacturers have their trademarks
registered with the government. This means that other businesses are not allowed to
use the same mark.
Checking Packaging and Labelling

The wise consumer needs to check against the goods of packaging and labelling.
Some packaging has words such as ‗KING SIZE or ECONOMY SIZE‘ printed on
them. Some goods have large packages but plenty of free space inside the packet
for example, packets of potato chips.
Observing Consumer Laws for Protection

There are laws in place to guard against packaging and labelling of goods. They also
apply to ensuring that businesses have proper labelling of products and complying
with international recognised quality and safety standard. It is the law that many
perishable goods display a use-by-date. A wise consumer will not purchase goods
that have passed this us-by-date. This law is there to help the consumer. Foodstuffs
should be date stamped with the words ―use by, best before, packed/packaged or
date of packing‖ as well as the words mentioning for the weight and the volume of the
good.
Wise consumers should make proper checks for all of the above when they do their
shopping. Most electrical goods are sold with a warranty. If the product stops working
within the warranty period, the shop should fix or replace it. A wise consumer will
keep the receipt of the purchase and a warranty card in case something is wrong
with the item and if you need to return it.
Keeping records and receipts of payments

Most shops give receipts with RECEIPT OF PAYMENT
purchased goods. These receipts
display the item, the date and the REF: 987958 INV: D 627516
price the item was purchased. STATION NUMBER: 4
These receipts can be machine Thank you for shopping at
printed of hand written. A wise BOROKO FOODWORLD AT GORDONS
consumer will always check the ON 19 Mar 2009 TIME: 18:44:32
receipt to make sure the correct
TAX INVOICE:
price and change was given.
CLERK’SNAME: MERILYN TIPIAN
Cust: CASH SALES
It is a good idea to keep receipt
in a safe location for future
purposes. If there is a problem ITEM QTY PRICE
with your item, it is important to ------------------------------------------------------------------------
have a proof of purchase for your NATIONAL NO. 1 TEA 1 3.01
warranty or in case you need to ARNOTTS SAO 20 1 6.40
return it. Following is a receipt of ANCHOR MILK PWD 1 6.55
payment. RAMU SUGAR POLY P 1 3.24
FW SPANISH BREAD 3 10.80
Checking weight or volume of
goods before purchasing TOTAL: 30.00
Many of the things that PAYMENT: 50.00
consumers buy are paid for CHANGE GIVEN: 20.00
according to the weight and
volume. For examples, the goods Paid by: CASH PAY: 30.00
we buy from stores are always
measured. Fuel for vehicles are TOTAL INCLUSIVE OF VAT
always been measured. Coffee -------------NO REFUND-----------
growers are paid according to
the weight of coffee beans they EXCHANGE WILL NOT BE CONSIDERED
sell.
AFTER 24 HOURS
The government is concerned that proper weighing and measuring equipment are
used for these purposes. If faulty equipment is used consumers can be cheated.
They may not be receiving the correct weight or volume of the goods that they are
paying for.
WEIGHING SCALES
Platform Scale Virtual Measurement Scale Weighing Scale

The government inform businesses which brands of scales and other measuring
equipment are acceptable to use. A wise consumer will always check carefully the
weight or volume of the goods that he or she purchases.
Budgeting
What is a Budget? It is a plan of how income is to be obtained and how it is going to
be used. Individuals, families, businesses and governments make budgets. A good
budget is one where expenses do not exceed the expected income and there is
money left over as savings for the future.
You have already learnt about the qualities of a wise consumer in your previous
lesson. Here you will learn about budgeting because it is also considered as one of
the qualities of a wise consumer.
Why budgets are needed

A budget helps a person to use money wisely. It is a plan for using money from an
expected income. It shows the expected income and a plan for expenditure and
savings. A plan makes sure that money is allocated for necessary items. It helps
people to spend within their income. People who follow their budgets have fewer
money worries.
What are savings?

Savings refer to income that is not spent. People can save money if they use their
income wisely.If your income is greater than your expenses that means you have the
money to save. It shows from this formula,
Savings = Income - Expenditure
How to save money

Expenses can be grouped into fixed or essentials and variable or non-essentials. It is
a good idea to plan savings before you estimate your expenditure according to these
two groups. In this way you can make sure that you save part of your income.
Fixed Expenses (Essential)

Expenses that must be paid and do not change. Payments for food, taxes, credit or
loan repayments, rent or mortgage instalments, insurance, electricity and school fees
are some of the fixed expenses.
Variable Expenses (Non-essential)

Variable or flexible expenses are those which you can control and change from time
to time. In such case an individual can choose less expensive items. Spending on
liquor, cigarettes, movies and entertainments are examples of this type of expenses.
Drawing up a budget
Before people can make a budget, they need to make an estimate of their income.
This is easy for wage or salary earners. Many people who are in urban areas are
wage or salary earners. These people receive regular incomes and it is easier for
them to make a budget. The reason for this is that their income is more predictable.
Seasonal or irregular incomes are received by many people in this country. It is very
difficult for them to make an effective budget.
However, if these people have records of their previous income they should still be
able to make an estimate of their income for the year ahead. They will have to take
into account some of the following.
i. Will the quantity harvested be the same as in previous years? (This

will depend on seasonal factors such as rainfall and frost.)
ii. What is happening to the price paid for their crop? Is it going up or
down?
Since both the amount harvested and price can change, making a budget in this
situation is more difficult.
Steps in preparing a budget

The following are the steps to follow when planning a personal or a family budget.
Because you are a student, you may not have a steady income and may not have
budget plans. But it is still helpful for you too to follow some of the important ideas
behind budgeting. It is important to think before spending your money. It is important
to think of the alternatives that can be done are and the best things to buy with the
money. Should some of the money be saved to buy something later?
A budget can be weekly, monthly or yearly depending on the income you receive. It
should be under the ―Income Column‖. Essentials, non-essentials and savings should
be under the ―Expenditure Column‖. Estimates of spending on essentials and non-
essentials will have to be made. Past records of spending on these things would help
in making the estimates.
 List all weekly, or fortnightly income.

 List all weekly, or fortnightly expenses.
 List the things you will expect to buy.
 Write the amount of money you can afford to pay for each item.
 Write how much you would like to save each week/fortnight.
 Balance your budget. The total amount of your expenditure and savings
should be the same amount as your income.
Personal Budget
When an individual makes a budget it is called a personal budget. If your expenses
are greater than your income you are overcommitted, or living beyond your limits and
need to either earn more or spend less. That means you will not have any more
savings.
Example of a personal budget .
LUS’ FORTNIGHTLY PERSONAL BUDGET

Income Kina Expenditure Kina
Wage 280.00 Fixed (Essential)

PMV fare 20.00
Food 100.00
Electricity 35.00
Loan repayment 25.00
Variable (Non-essential)
Beer 55.00
Cigerettes 45.00
Savings Nil
T Total 280.00 280.00

Total
Family Budget
When a family is making a budget, it is called a family budget. That is income earned
by an individual, or more than one in the family. The steps to follow are the same as
the personal budget.
Example of a Family Budget
Income Kina Expenditure Kina

Salaries from both 1500 Fixed (Essential)
Baby sitting 300 Food 480
Clothing 120
Electricity 75
Medicine 125
School fees 150
Variable (Non-essential)
Entertainments 100
Beer 50
Savings 700
Total 1800 1800

PRACTICE EXERCISES
GR 7 MAL S2 155 SS3 PE ANSWERS L8-10

Practice Exercise 8
1. Define consumer rights and responsibilities.

Consumer Rights
Consumers have rights. Consumer rights provide a consumer with guidelines for
consumer protection. The consumer protection guidelines form the basis of
consumer laws. For example; consumers have rights to be protected against
products and production processes that are dangerous.
Responsibilities
They also have responsibilities. Consumers are responsible by making sure that
they are protected. They take responsibility to protect themselves by shopping
carefully and wisely, asking questions about the goods and services you are
buying at the point of sale, saving receipts and other documents.
2. Look for “use-by” date or ―packed on‖ date on products. In your own words explain
what the label means.
Manufactured or „packed on‟ date is when the product was manufactured and „use-
by‟ date is the date by which the product should already have been used. It is their
responsibility as wise consumers to read and understand these information.
3. Cut out advertisements in newspapers and identify different prices in different
shops for the same product. Give three reasons for the different prices.
K8.50 K9.20 K10.00

Same product with different prices in different shops
Possible reasons for the price differences.

(a) Trade store owners in the rural areas normally sell at a higher price due to
transport costs they have to pay to bring the goods there
(b) To pay for running expenses, some stores have more expenses than others
(c) Town stores are usually large and they buy in larger quantities with discounts
usually directly from the manufacturers and so they sell at lower prices
(d) Competition among the stores, one wants to attract more customers by
lowering the prices of certain basic goods
(e) Some stores sell some goods on special prices to
(f) attract customers from their competitors or because they are new and have
just opened for business
(g) remove goods nearing their expiry dates
4. (a) Do a survey by comparing prices of goods in 2 different stores near you. Draw
a table like the one below. You may compare prices of goods in more than two
shops by making adjustments to the table. Write the names of the shops
instead of supermarket A or B as in this example. Select six 6 products sold

in both shops.
PRODUCT SUPER MARKET ‘A’ SUPER MARKET ‘B’

COST COST
„777‟ 15oz tinned Fish K7.20 K6.55
Ox & Palm Small K5.60 K6.00
Trukai Rice 1kg K5.55 K5.75
Coca Cola can (380 ml.) K2.50 K2.50
Snax biscuit K0.80 K1.00
Maggie Noodles (Chicken) K0.95 K1.00
(b) Which super market will you buy from? Give a reason for your choice.
Super market B because most goods are sold cheaply there.
5. Interview people in your community and record information about the types of
problems that they have when shopping.
The answer to this question will depend on different communities, settings and
situations. Common problems include;
 high prices
 stock unavailablity
 very old goods sold (expired goods sold)
 no varieties of goods sold
 no receipts provided or receipts without GST records issued
 only poor quality goods sold
 no information provided by store owners about new and different
products
Practice Exercises 9
1. What can the ICCC and Health Department do if a complaint is made about a food
product?
Their primary function is to protect consumers from unfair deals from those who
provide goods and services (traders). First they must do some investigation in
order to establish the facts about the complaints and claims by the consumers.
Then they can do a number of things including;
- ICCC has the power to take legal action against traders who sell poor quality
products or charge unreasonable prices.
- After reminders and the traders do not improve, the ICCC can push for their
trading licence to be cancelled.
- If the Health Department finds that any food is unsafe to eat, it can order stores
and hotels not to sell it.
2. What are the roles and responsibilities of the ICCC?
The roles and responsibilities of the ICCC are to ensure that;
- prices charged are not too high
- workers‟ rights are protected
- firms pay the right amount of tax
- firms do not harm the environment in which they run their businesses
- goods and services produced are safe for the general public
3. Write down the name of the law or ‗Act‘ that protects consumers? What does this
law say?
The Goods Act – the main provision of the Goods Act states that all goods sold by
retailers must be of an acceptable quality.
4. Emma bought a sewing machine which cost her K300. The seller did not open the
box when it was sold. When she tried it at home, it did not work.
(a) What would Emma do?
She should take the machine back to the seller and replace it or have it
fix.
(b) How would the law protect her?

The trader is not allowed by law to sell faulty goods to consumers. The trader
must either replace or fix it or face legal action.
5. Name four items available in a retail store that need to be weighed or measured
before selling.
Usually large stores use weighing machines to sell especially meat and
vegetables by weighing them. Some items sold by weights include;
- vegetables - greens, carrots, potatoes, onions, garlic, tomatoes
- fruits - pawpaw, water melon, tomatoes, grapes, straw berries,
- meat – pork, lamb flaps, chicken, sausages, beef,
6. Whose responsibility is it to make sure that the scales and measuring equipment
used in buying and selling is accurate?
It is the responsibilities of the traders or businesses that use them to ensure they
are in good working conditions. However, it is the duty of the ICCC to ensure
no faulty equipment is used and customers are charged accurately for what they
buy.
1. What is a budget?
A budget is a plan for how expected income will be used. It shows a person‟s
expected income, expected expenditure in detail with the savings for future use.
Individuals, families, businesses and governments make budgets.
2. What is a shopping list?

Shopping list is a written note that shows the goods a consumer intends to buy. This
will help you to stop buying that you haven‟t carefully thought about, need or can‟t
afford. A shopping list can be made for the market or shops. This may contain food
and other household items.
3. What is meant by the word ‗brand‘?
Names given to goods are called ‟brand‟. Two examples of brand names for tinned
mackerel are, „777‟ and „Besta‟. Examples of some brand names for electrical
appliances are „Sanyo, Panasonic and Akai.
4. Select three packaged foods from your home or a shop. They will have the
following Information written on their packages. Use them to complete the form
below. Write your answers clearly on the appropriate columns.
No.
Product name Weights & Use-by Packed Ingredients
Measures on
Date
Date
3 in 1 Nescafe 17 grams October Nescafe + sugar +
1
2011 coffee-mate + sucre
Ox & Palm 326 grams June 30 Augus 10 Beef, salt, fat

2
Corned Beef 2012 2010
National No 1 20 grams 21/03/2012 Not given Tea leaf, Sugar,

3
Tea salt
(10 teabag pkt)
5. Why is it important to keep receipts safe?

A wise consumer should always keep all personal and financial records safe for
future references. A receipt will prove payments if any problem occurs later regarding
a product that has been bought.
GR 7 MAL S2 159 TITLE
SUBSTRAND 4
MAKING THINGS
In this substrand, you will learn about;
 a range of materials suitable to make an item

 a range of equipment
 instructions and apply techniques to create or adapt a
product
 appropriate skills in sewing, wood work and metal/plastic
work
GR.7 MAL S2 160 SS 4 INTRODUCTION
SUBSTRAND 4: MAKING THINGS
Welcome to Substrand 4. This is the final substrand in Strand 2

Course Book. In these substrand students identify and use a range
of appropriate materials, techniques, tools and equipment to create
and produce an item or a product that benefits the individual or a
community.
The students will identify a range of materials suitable to make an
item. Then they will follow instructions and apply techniques using
appropriate skills and knowledge in sewing, wood work and metal or
plastic work to create or adapt a product. Handling a range of tools
and equipment correctly is a requirement when using them.
This substrand consists of lessons 11, 12 and 13. Lesson 11 talks about identifying
needs and wants of individuals and groups in a community. It also explains that the
very existence of needs and wants and having to identify them creates an opportunity
for people to make or create those products to satisfy own individual needs and their
family needs to improve their lives. It also means there is an opportunity to make
money by providing to meet those needs and wants.
Lesson 12 talks about the importance of planning to meet individual and group needs
in a community. It also considers all factors before actually producing the goods
because resources are always limited or not enough.
Lesson 13 introduces an opportunity for an item, product or a facility to be made,

created or even improved to meet an individual, a family or a community‘s need.
Making things
Lesson 11: Identifying a Family or a Community Need
Introduction:
Welcome to Lesson 11 of Substrand 4, Making Things. As we always
do, let us revise our last lesson. In the last lesson, you identified qualities
of a wise consumer. Then you identified common consumer problems
that exist and suggested or recommended ways to improve or fix them.
In this lesson, you will learn to identify family or a community need.
Your Aims:
 Identify needs and wants of both individuals and groups.
 Identifying needs is the beginning of identifying a business
opportunity.
What are Needs?

You have learned that needs are things that are necessary for people to survive such
as food, water, shelter and clothes. Wants are things we desire but we can live
without them such as fashionable clothes, bags and computer game machines.
Some types of needs are psychological in nature and difficult to identify easily while
others are physical in nature and are easy to identify. Food and shelter are all
physical needs because they can be seen, touched, eaten or used. Love, peace, rest
and freedom are also needs of people. However, they cannot be seen, touched or
used but they can be felt or enjoyed by people because they are psychological
needs.
Someone‘s needs could be wants for another. For example, an electric or a gas
stove is a need for a family living in a permanent house in the urban centre while it
may be a want for a rural family where cooking in open fire is sufficient.
People‘s needs and wants also change over time according to other changes such
as fashion, season, age, status and work.
It is important to understand that there are different needs and wants for different
individuals and groups. It is equally important for us to identify these needs and
wants for individuals and groups in order to satisfy them.
Individual and Family Needs

Some individual‘s needs are the same as the family‘s needs. For example, an
individual‘s need for a shelter is also a need for the family.
Ask yourself, what do I need, and make a list of what you need as an individual and
another list for your family. You will be surprised how long your list will be. You will
even be very surprised how different your list will be with another person‘s list.
Different people have different needs depending on the different situations and
circumstances they are in. The situations include; gender and age, health of the
individual, nature of job, the nature of activities one engages in, cultural or religious
beliefs and values. For example, a pastor or a priest needs a Bible to preach. A
driver needs a driving licence to drive. A student needs a school uniform. A farmer
needs a set of gardening tools, and so on.
Family‘s wants also change over time according to other changes such as fashion,
season and age. For example, a teenage girl does not need Barbie girl dolls
anymore.
Group Needs
A community is a group. There are other smaller groups within the community. They
include schools, churches, women groups, youth groups, sports and clubs. Like
individuals and families, there are needs that are important for the survival of these
groups needs. For example; a family needs a shelter over their heads while a school
needs classrooms and books. The community needs a school or a community market
while a church needs a church building. The districts in a province need police men
and women to maintain law and order. Finally the nation of Papua New Guinea
needs a reliable, honest and a responsible government consisting of leaders who are
concerned with people and service.
Remember, resources are always limited. Each group‘s survival and well-being
depends on how well they organise their resources to satisfy or meet their group‘s
needs. Remember, resources are always limited.

Briefly define the following terms below;
1. Needs: ___________________________________________________________
2. Necessary: ________________________________________________________
3. Physical: __________________________________________________________
4. Psychological: _____________________________________________________
5. Opportunity: _______________________________________________________
Satisfying Needs
Identifying a need is not enough. It must be met after it has been identified. Some
needs are for goods while others are services. There are a number of choices
available for us to consider when in trying to meet identified needs. In order to meet
needs one can:
 Make, create, design or produce the good or item
 Provide the service
 Buy the good, item or service
Needs for improvement in life has always caused people to be creative to satisfy
those needs. We all enjoy creating new things or improving things we already have.
Usually we make a plan and find the resources to make them. Needs for
improvement in life has always caused people to be creative to satisfy those needs.
We hope that life will be improved or enriched when a need or a number of needs are
met.
Needs and wants are unlimited while resources are limited

Any item that is able to satisfy people‘s needs or wants is called a resource. When
resources are limited or scarce, there is not enough for everyone who would like it.
However, we never get enough of our needs and wants because we do not have
enough resources. Resources are always limited, (short in supply) but the list of
things we need and want is always unlimited. A person‘s needs and wants can never
be completely satisfied. Once one item has been obtained or consumed to satisfy
one need or want, they want more or something else.
If something is not scarce and there is enough to satisfy the needs and wants of all
users, this is called free good. Free goods include water, air, and sunshine.
Because all other resources are scarce, people make choices. We decide which
needs to satisfy first using the limited resources. Certain needs and wants will be
considered more important than others. For example, it is more important for the
family to pay the school fees of a child than to host a birthday party for that child.
Needs and Opportunities

It is an important skill to find out what people need before you actually plan to provide
it to satisfy their needs. Ideas for making new things start from a need. Look around
you at the things that were created or manufactured. The idea of creating or
producing them started from the strong desire for something new or something better
than what was available. We might have a need to improve our way of life or a need
to make our life easier and more comfortable.
A well-known saying is „Need is the mother of all inventions‟ It is often said that a
strong need for improvement and a better life is the main reason behind most
inventions. For example, Thomas Edition saw a need for light so he invented a
simple lamp.
Thomas Edison‘s first lamp Improved lamp
Have you ever thought of how people started writing?
DEVELOPMENTAL STAGES OF WRITING

1 2
3 4
1. Do you think there was a need to develop writing?

___________________________________________________________________
2. What type of people‘s needs have been satisfied by the art of writing?
___________________________________________________________________
Other inventions have come about in the same way as the invention of shoes. A
need causes people to create or invent things to meet that need.
Making fire Contemporary house
1. What need gave the people the idea of using fire?

___________________________________________________________________
2. What need gave people the idea to even build shelters for themselves?
A need causes people to create or invent things to meet those needs.
___________________________________________________________________
Needs are Business Opportunities

All of us have opportunities or chances during our lives. Some happen everyday,
others happen occasionally. Some opportunities allow us to make money, to travel
and to improve our lives.
When we identify the needs of others, it gives us a chance to think about providing to
meet those needs for money.
For example, people in the villages need coconut scrapers, you have to think about
making them to sell. Mats are common needs for many families. It is a good idea to
make them and sell. As families are moving from traditional way of living styles to
modern living styles, there are a number of things that family‘s would need for their
homes. These things would include; stools, tables, food covers, quilts, bed covers,
pillow cases, food carriers, room dividers, flower pots, cutlery holders, wooden plates
and bowls.
Sometimes existing providers do not meet the needs of people well. This is an
opportunity for you to provide it better. For example, you realise that the nearest
trade store in the community is charging very high prices for the goods, opens at
irregular times at his/her convenience, does not provide varieties and runs out of
stock all the time. This provides an opportunity for you to provide the service much
better than that existing one.
Read through and identify the opportunities presented in each of the following
stories.
Story 1:
Bubu Helai and his wife own the biggest betel nut garden in the village. They are
quite old and Bubu Helai cannot climb the trees anymore. Bubu Helai knows that
the price of betel nuts is going up all the time.
Story 2:
Bata and Lata finished Grade six two years ago. They are getting bored in the
village and want to go into the city to find a job but their parents do not want them
to go. Their
Activity 11.3: parents tell them to work in the gardens and help their mothers look
after their pigs.
Story 3:
Peter and Mark are completing Grade Ten at the end of the year. They live in a
settlement close to the city. On the way to school they walk past a trade store
SUMMARY:
and a rundown automotive workshop. There is a market outside the store every
afternoon. In the morning the market area is full of empty soft drink cans, bottles,
plastic bags and rotting fruits and vegetables.
Summary:
 Needs for improvement in life has been the cause of most inventions
and creations throughout history
 Resources are scarce compared to needs and wants and so choices
must be made in the use of resources.
 to identify both individual and/or group needs in your community
 Existing needs create opportunities for one to make money by
providing to satisfy those needs.

1. Complete the table by listing 5 needs for each of the different groups of people in
your community.
Individual Family Needs Church Needs Needs for General

Needs Youth Community
Needs
2. Explain in your own words this popular saying ‘Need is the mother of all
inventions’. Give examples to support your explanation.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. Identify a family need in your community. Think about what you can do to provide
for this need or how you can meet this need and make money for yourself. Describe
it in a short paragraph.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Supplementary Information 21: Every Thing We Need
Read the article ‘Everything We Need’ below. Then answer the questions that
follow.
You have learnt that our basic needs are those things that help us to live, such as
food, clothing and shelter. It is important to find ways in meeting our needs from the
resources available to us in our local area. In this way we can be self-sufficient and
not depend on other people to meet our needs. New ideas and inventions come from
a strong desire to change things, to improve one‘s needs.
Read the following story.

Lesson 12: Planning to Meet a Family or a Community Need
Introduction:
Welcome to Lesson 12 of Substrand 4. In the last lesson you learnt that
needs for improvement in life has been the cause of most inventions and
creations. You found out that resources are always scarce or not enough
compared to needs and wants, and so you must make choices. You also
learnt that identifying needs is important and that creates opportunities
for us to make money and also satisfy those needs. In this lesson you
willYour
learn Aims:
how to plan to meet a family or a community need.
 Discuss ways to meet or satisfy family and community needs
 Discuss the planning aspects of meeting needs
Meeting Needs
We learnt in the last lesson that individual needs include those that a person may
require in life. For example; individual need may be to get his hair trimmed or go for a
medical check-up or buy a blanket. A family may need to have their dining table
covered, a stool to sit on, a shower or a window curtain, a child‘s fees to be paid, and
the list goes on. The community may need a community hall, a youth hall, an aid
post, a local market stall, a water supply, elementary school buildings, primary
school, sports field and fencing, a clean street, road and drainage cleaning and
shoreline cleaning.
Identifying available resources and appropriate technology to provide or make things

to meet the existing needs and wants is very important and this requires making
choices and proper planning.
In lesson 11 we learnt that any item that is able to satisfy people‘s needs or wants is
called a resource. We also learnt that resources are limited or scarce. This means
there is not enough of it for everyone who would like it. People must work hard to
make available the needed resources to meet their needs.
Study the photograph below to answer the questions that follows.
1. What need do you think the

people in the picture are trying to
meet?
_________________________
2. Whose need are they trying to
meet?
_________________________
_________________________
People at work in the garden

2. What resources are used in providing for that need?

___________________________________________________________________
Planning
Most things in the world are scarce or not enough. Any item that is able to satisfy
people‘s needs or wants is a resource. Societies face many problems deciding how
to use their scarce resources.
The problem of scarcity arises because people‘s needs and wants are unlimited,
while resources are limited. This requires planning so that right choices are made to
use the limited resources to satisfy people‘s needs and wants. A person‘s needs and
wants can never all be completely satisfied. That‘s why certain needs and wants will
be considered more important than others.
Generally, most people do not seriously plan their activities. Regardless of how small
the need may be, it will need resources to meet it. Because resources are always
limited in supply, choices must be made. Making choices about what resources are
needed to meet which needs and why one need should be met before another are all
important aspects to be considered in planning.
Planning is very important when we are using resources that cost money. Planning is
particularly important when we have identified a need and we want to meet that need
using resources.
In planning, we are setting goals and objectives. It involves deciding what to do,
choosing people to do the job, preparing, arranging, estimating costs and time
frames and even foreseeing the problems of the future, etc.
Benefits of Planning
Planning offers the following benefits;
 Better or wise use of materials and equipment leading to more resources
available for use
 improve time frame for activities
 better coordination of family and community involvement
 shared decision making if a number of people are involved including family
and community members
There are added benefits if the plan is clear and detailed.

 easy to follow
 better understanding of each steps and stages,
 Each person‘s role and responsibility is clearly understood
 consideration for potential problems
What is an action plan?

An action plan outline has steps that must be taken or activities that must be
performed for a strategy idea to be successful. An action plan has four major
elements
i. Specific tasks: what will be done in order to meet an identified need?

ii. Who will do what for that purpose?
iii. Resource allocation: what specific resources including funds are available for
specific activities?
iv. Time horizon: when will it be done?
A SIMPLE PLANNING FORMAT

Goal:
Objective:
Specific Tasks Responsibilities Resources Timeline
   
   
   
Possible problems:
______________________________________________________________
______________________________________________________________
Suggested solutions:
______________________________________________________________
_______________________________________________________________
Evaluation:
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Now, let us look at an example.
SATISFYING FRESH FISH NEEDS IN NATIONAL CAPITAL DISTRICT (NCD)
Goal: For example; to meet fresh fish needs of families in NCD
Objective: For example; Sell fish at varying prices at Malaoro market 3 days a week
Specific Tasks Responsibilities Resources Timeline
 Catch fish  Father/uncle  Boat/fuel/oil  Catchers rest

catch fish Every second
 Store fish  Net/lines/spear/
day
 Mother sells day baits/ light
 Sell fish
1 and 3  Check
 freezer/Eskies
progress end
 Aunt sells day 2
 Transport of each month
 Make
adjustments
when
necessary
Any possible problems: Catch and sales could be affected by unforseen disruptions, For
example; weather changes, increase and other family commitments.
Suggested solutions: Try to keep costs low, take turns in attending to family
commitments to allow continuous sales and employ others
Evaluation:
Summary:
 it is important to plan to produce goods and services to meet identified

needs because resources are always limited to meet unlimited needs
and wants of people in the society
 planning allows for wise use of limited resources and equipment,
better understanding of the different steps and stages, the
responsibilities of each person in production and importantly consider
potential problems in the production process
 to plan to meet needs using an action plan

1. Explain in your own words the problem of scarcity.

____________________________________________________________________
___________________________________________________________________
2. The picture shows a need is being met. Do a possible simple plan to show how
the need is met using the timeline given below.
(a) What and whose need is being met?

(b) What resources have been used to
meet this need?
(c) What was required to be done in order
to make these available?
(d) Who did what in order to make it
available?
(e) Suggest how long it could have taken
to complete the whole task.
(f) What could be some problems
encountered in trying to meet a need?
Suggest possible solutions.
(g)
Use the table below to answer the above questions following the example in your
lesson.
PLANNING TO MEET A NEED
Goal: (a)
Objective: (a)
Specific Tasks (c) Responsibilities Resources (b) Time frame (e)

(d)
Possible problems: (f)
Possible Solutions (f)
Evaluations

Supplementary Information 22: What is a Community?
Common Features of a Community

A community is made up of people living in the same area and work together to meet
their needs and wants.
You may come from a village, town or a city. Within each of these communities, you
belong to and even a smaller community; the obvious one which is your family. In
Papua New Guinea communities are often made up of families, which form the
village. The family is the most important unit in the community. It is important to
understand that individuals make up a family unit and families make up smaller
groups within a community and larger communities are made up of all these smaller
groups.
COMPOSITION OF A COMMUNITY
Basic Services
These are the things that make up the community and they affect the lives of the
people in the community. Services such as bridges, roads, schools, aid posts, and
churches are there for the benefit of the people. The government, churches and other
Non-Government Organisations (NGO) groups help develop services to meet
community needs.
Geographical Location of a Community

Location refers to the placing of a community. There are things in the community that
are useful in making life easier and enjoyable for the people of who live in
communities. People chose where they wanted to settle for many different reasons
such as safety, resources available, and easy access to services.
Population
Population refers to the number of people living in the community. People living in the
community are important resources because they have the skills and knowledge to
change resources (both natural and human made) into something useful or they can
use resources to benefit themselves and others.
Culture
Culture is the way of life. The type of food eaten, the language or dialect, the different
styles of houses, clothes, ritual ceremonies, feasts, courting practices, and ways of
behaving make up our culture. Each community has its own customs and traditions
that distinguish it from other communities. The different cultural practices are learnt
by young children through living and practising cultural activities under the watchful
eyes of the elders. The elders are the keepers of community traditions, legends and
histories and they pass on these knowledge to younger generations. All people in the
community have the responsibilities to look after and educate children and to care for
elders.
Climate
Climate is the average weather of an area. Much of Papua New Guinea is hot and
dry all year round. The two main seasons are the wet and the dry. People in the
communities plan their activities based on these seasons. The climate of an area
determines the type of plants that grow there; food crops that people grow in their
gardens, and the commercial cash crops that people grow to earn money. For
example, sago palm is a low land crop. It grows well in hotter climates.
Natural disasters are usually associated with weather patterns and climate changes
in a community.
Natural Resources
Natural resources are useful things found in the environment that are created by
nature and not made or influenced by people. For example; things like forests/jungle,
river, sea, oil, minerals and the land. These things become very useful to the people
living in the community. There are two types of resources. Resources such as water,
soil, air and trees that can be renewed after they have been used are called
renewable resources while resources such as minerals, oils gases and fuels that
cannot be renewed when they are used up are called non-renewable resources.
Community Members
A community is made up of people of different gender, ages, and skill levels. They
have individual needs and group needs. Members of the community have certain
roles to play. Government officers help people in the community by working to
provide important government services like health, education and business
development officers. We also have church and community elders who make sure
that social and spiritual needs of people in the community are cared for.
Resources That Benefit a Community

In every community, people can benefit from the unique features of the place where
they live in.
 School gives children the opportunity to be educated

 Health centre enable you to get treatment quickly when you need it
 PMV services allow you to travel to other places if you have the money to
pay for the fare
 Roads give people the access to other places to sell products or services
 A nearby sawmill allows you to get timber off-cuts and sawdust to use at
home
 Trees provide firewood,
 Trade store sells goods like kerosene, matches, soap, tinned fish and rice
 Churches provide the opportunity to the people hear the word of God and
develop spiritually
 Living on the coast allows families easy access to fish and other
 Living in the highlands allows people to enjoy the cool weather and fresh
vegetables
 Fertile soils enable people to grow healthy crops
 Power supply enables people to have good lighting and use electrical
appliances
 Water well or a water supply gives families access to safe clean water for
cleaning and drinking
 Employment opportunities allow some people to earn regular salary
 Cash crops enable families to earn cash income
 Living in or near town gives families access to big businesses in the
provinces and government services.
Supplementary Information 23: Story of Michael from Riwo village

in Madang
Read this story about Michael from Riwo village in

Madang.
Michael comes from a coastal village called Riwo, about eight kilometres along t
north-coast highway, fifteen minutes drive from Madang town. The road
connecting Riwo village and the main town is sealed with coal tar and many PMV
trucks and buses use the road to transport people, cocoa, copra and garden
foods to the main centre. They also carry trade store cargo and other factory-
made goods back to the village.
Like all other coastal villages in Papua New Guinea, one of the important
natural resources for the Riwo community is the sea. The villagers use the sea for
washing and picnics but drinking water is collected from tanks and the bore – well
close to the village. Michael‘s people are farmers and they grow cocoa and
coconut to make copra to sell. The land is also good for growing food crops to
feed families. They grow bananas, yams, kaukau, aibika, pitpit and fruits like
pawpaw, mango and guava. Any left-over garden produce is taken to the markets
for sale.
The sale of seafood, cash crops and surplus garden food gives people some
cash income to pay for school fees, meet hospital costs and buy other trade store
goods such as rice, kerosene, soap and tinned fish. These enable people to enjoy
a good life.
Other people from the Riwo community work for private companies or the
government the provincial head office in town. They travel to their place of work
and back using the PMV system provided by local operator. Michael worked in
town for a government training college and has to travel every day to and from
work, using the PMV system.
At the Riwo village community, there are many buildings. Some use timber from
nearby bushes for the posts. The roof, walls and flooring are made of sago thatch
and coconut fronds which are plentiful. A good number of buildings are made of
modern building materials and they are connected to electricity supplies from
Yonki hyrdro power. Most buildings are for living but some are used for church,
aid post, copra drier shed and purposes. The main building in Riwo is the Catholic
Church where most of the 600 men, women and children belonging to the
Catholic faith attend Sunday services. Michael is a leading member of the
Catholic Church and he is involved in church activities to promote the spiritual
growth of the community member.
The children of the village community attend school at Ambarina Primary
School, which is about two kilometer from the village. Others attend Sagalau
Primary School, which is also a very long way from the village. The children travel
back and forth by bicycle or PMV trucks. Other times they walk the long distance
to get to their school.
Pg 85 MAL Bk1 Story of Michael from Riwo village in Madang

Supplementary Information 24: Disaster Creates an Opportunity

Supplementary Information 25: Need Is the Mother of all Inventions

Lesson 13: Designing and Modifying a Product
Introduction:
Welcome to Lesson 13 of Substrand 4. In the previous lesson, you learnt
about planning to meet the needs of a family or the community. You also
learnt that the existing needs create opportunities for you to make money
when you organise your resources to meet those needs and wants.
In this lesson, you will design and modify or make a product.
for us to make money and also satisfy those needs. In this lesson you will
learn how to plan to meet a family or a community need.
Your Aims:
 Discuss the existing needs and wants of individuals and groups
 observe samples of products and how they are made
 Discuss the two calculations of costs involved in the selling price.
Technology Using the Design Process

Technology is a big word, but a simple definition for us now is; it is an application of
tools and methods for making things. It is about using scientific knowledge to
make or do practical things. You will find that technology is also about making
choices. Your choices will be based on your knowledge of things around you, how
you use that knowledge and how you use resources. It is also about using things
wisely to meet our needs. It is important to use technology wisely every day to
improve your life, and to make your community a better place to live in.
In the past, people relied on their observation to help make decisions and to do
things. For example; by observing the weather patterns and using their experiences,
they decided when to plant, harvest, go fishing, or even take long journeys. The
knowledge and skills to interpret and understand weather patterns and make
decisions based on it was technology. Think about the development of tools in the
past. People started using sharp stones for cutting. Then they learned to attach
handles and made other improvements to make them easier to use. The tools make
them make better gardeners, hunters, and fisherman. Technology was part of their
lives then. Today it has a greater influence in our lives.
Take a look around your house – there are many useful things, some of them are
home-made, others are factory made. Some are cheap and some are expensive.
Now, focus on three useful things in the room. Make a list and observe them
carefully.
Observe the possible things you would find around your house in the picture below.
What makes
each of these a
useful piece of
equipment? Is
the product
easy to use?
Good design is about creating something that is not necessarily attractive, but that
works really well for the purpose for which it was created.
You might have something in your house that looks very attractive. But it may not
work very well. However, you may have equipment that does not look attractive but it
fulfils its purpose. This is a question of good or bad design.
What is a Design Process?

The design process is a set of steps applied to any project which helps us to make
something that is useful. These are some steps to follow.
Step 1: Investigate or Identify Needs and Problems

This is an important step that includes collecting information, asking questions and
making observations. Ideas need to be checked and questioned before collecting
information. We often hear people with bright ideas talking about how good
something will be but nothing comes out of it. Do you know why?
Step 2: Planning, Designing and Making Choices

Thinking ahead, drawing and writing ideas on paper and making decisions are the
next step in making and creating things. It is important that ideas are put on paper,
either in drawing or in a written description. This will help you to have a clear picture
of what is in your mind. When ideas are put on paper you can look at them many
times and make changes. It also helps to think ahead and find the materials available
and choose the most suitable ways of completing the item/product. In this way, any
possible mistakes may be avoided.
Step 3: Making Things

Working and finishing the project is easy when you have chosen the best available
materials and the most efficient way of doing it. Plans or your method of making
things may also provide direction on how to make the item. Have you used a recipe
for baking a cake? A recipe is an example of a plan.
Step 4: Checking and Testing

After a project is completed, it needs to be checked to make sure that it is properly
made. Check that all the parts are in the correct place. The idea should also be
tested to ensure that it works well and that it is safe to use. Testing will also show you
if anything needs improvement.
Do you know how many times a new car is tested before it is sold? It is tested many
times to make sure that it works for the purpose it was originally manufactured and it
is safe to use.
Inventions and the Design Process

It is often said that a strong need for improvement and a better life is the reason
behind most inventions.
THOMAS EDISON’S FIRST LIGHT

BULB
American inventor Thomas Edison developed this incandescent lamp, or light

bulb, in 1879. Edison was not the first person to produce a light bulb, but his
design proved popular because it gave off a moderate amount of light and lasted
a long time.
After patenting the phonograph, Edison set out to develop an incandescent

lamp, which would produce light by heating a wire until it glowed brightly. People
already used electric arc lights, which produced light by creating an arc of
electricity between two wires. However, the blinding glare these arc lights gave
off made them unsuitable for home use. Edison, like others before him,
conceived the idea of a light with a glowing wire, or filament, made of a
substance that could endure very high temperatures without fusing, melting, or
burning out. After hundreds of trials and more than a year of steady work, Edison
developed a high-resistance carbon-thread filament that burned steadily for
more than 40 hours. Although not the first incandescent electric light, it was the
first practical one because it used a small current and, in addition, lasted a long
time without burning out.
From Encarta Student Encyclopaedia
1. Who is the inventor and where is he from?

___________________________________________________________________
___________________________________________________________________
2. Identify and list four (4) stages of the design process in this invention.
(a) _________________________________________________________________
(b) _________________________________________________________________
(c) _________________________________________________________________
(d) _________________________________________________________________
3. List the highlighted words and find their meanings.
(a) _________________________________________________________________
(b) _________________________________________________________________
(c) _________________________________________________________________
(d) _________________________________________________________________
(e) _________________________________________________________________
Summary:
 Technology is about using scientific knowledge to make or do

practical things.
 Design process is a set of steps that needs to be followed in order
to make or design something that is useful and that works well.
Design process can be applied to carry out projects effectively
 In order to design a new product or modify an existing one, you
have to use the design process

1. (a) Define technology in your own words.

___________________________________________________________________
___________________________________________________________________
(b) Give two (2) examples of technologies used in your home.
(i) _________________________________________________________________
(ii) _________________________________________________________________
2. (a) What is a design process? Explain.
___________________________________________________________________
___________________________________________________________________
(b) What are the steps in the design process? List them.
(i) _________________________________________________________________
(ii) _________________________________________________________________
(iii) _________________________________________________________________
(iv) ________________________________________________________________
3. Read the story about the two friends and how they used the design process to
start a successful small business on page 184 in the Supplementary Information.
Then answer these questions
(a) What was the girls‘ business idea? Why did they choose to carry out that idea?
___________________________________________________________________
___________________________________________________________________
(b) Describe what the girls did in each of the steps
Step 1: _____________________________________________________________
___________________________________________________________________
Step 2: _____________________________________________________________
___________________________________________________________________
Step 3: _____________________________________________________________
___________________________________________________________________
Step 4: _____________________________________________________________
___________________________________________________________________

Supplementary Information 26: Planning for success using the

design process by Mirou and Ester
Supplementary Information 27: The Evolution of Technology in

Education
To many of us, the term technology makes think of things such as computers, cell
phones, spaceships, digital video players, computer games, advanced military
equipment, and other highly sophisticated machines. Such perceptions have been
acquired and reinforced through exposure to televised reports of fascinating devices
and news articles about them, science fiction books and movies, and our use of
equipment such as automobiles, telephones, computers, and automatic teller
machines.
While this focus on devices and machines seems to be very prevalent among the
general population, many educators also hold a similar perspective. Since Pressey
developed the first teaching machine in 1926 (Nazzaro, 1977), technology
applications in public schools and post-secondary education institutions have tended
to focus on the acquisition and use of equipment such as film projectors, audio and
video tape recorders, overhead projectors, and computers.
Since the early 1960s, however, a trend has emerged that is changing the way we
perceive technology in education. At that time, educators began considering the
concept of instructional technology. Subsequently, after considerable deliberation, a
Congressional Commission on Instructional Technology (1970) concluded that
technology involved more than just hardware. The Commission concluded that, in
addition to the use of devices and equipment, instructional technology also involves a
systematic way of designing and delivering instruction.
With the rapid development of microcomputer technology, increased research on
instructional procedures, and the invention of new devices and equipment to aid
those with health problems, physical disabilities, and sensory impairments, the latter
third of the 20th century has borne witness to a very dramatic evolution. The current
perspective is a broad one in which six types of technology is recognized: the
technology of teaching, instructional technology, assistive technology, medical
technology, technology productivity tools, and information technology (Blackhurst &
Edyburn)
REVISE SUBSTRAND 4 AND DO SUBSTRAND 4 TESTIN YOUR ASSESSMENT

BOOK 2
PRACTICE EXERCISES
ANSWERS TO PRACTICE EXERCISES 11 - 13

1. Complete the table by listing 5 needs each for the different groups of people in
your community. Answers will depend on your own setting.
Individual Family Needs Church Needs for General

Needs Needs Youth group Community
Needs
footwear House A pastor A good leader Community

Hall
towel Food garden Church Playing field
building Church
clothes Cooking and Sports
eating utensils Light/lamp equipment Health centre
food
School fees Pastor‟s house Sports uniform School water
friends
supply system
Congregation
members
2. Explain in your own words this popular saying „Need is the mother of all
inventions‟. Give examples to support your explanation.
This means that all inventions were a response to needs. There was a strong need
that motivated the inventor or creator to make something to meet that existingneed.
For example, the need to carry food and babies made the women to make baskets
on the coast and string bilums.
3. Identify a family need in your community. Think about what you can do to provide
for this need or how you can meet this need and make money for yourself. Describe
it in a short paragraph. (Sample Response)
Unlike in the past, people in the highlands are now cooking foods with coconut
cream. Lae and Madang coconuts are made available at local markets in urban
centres at reasonable prices. I have realised that many families want to use coconuts
to cook but they do not have coconut scrapers. I will make coconut scrapers and sell
them at the market to make some money for myself.
1. Explain in your own words the problem of scarcity.

Most things in the world are scarce or not enough. The problem of scarcity arises
because people‟s needs and wants are unlimited, while resources are limited. As
a result a person‟s needs and wants can never all be completely satisfied. That‟s
why certain needs and wants will be considered more important than others.
2. The picture shows a need is being met. Do a possible simple plan to show how
the need is met using the format given below. The questions below will guide you.
Highlands Haus Man
(a) What and whose need is being met?
(b) What resources have been used to meet this need?

(c) What was done in order to make this available?
(d) Who did what in order to make it available
(e) Suggest a time frame it could have taken to complete the whole task.
(f) What could be some problems encountered in trying to meet this need?
Suggest possible solutions
Planning to Meet a Need
Goal: (a) To meet A family‘s shelter need

Objective: (a) To build a bush material round house for the family
Specific Tasks (c) Responsibilities Resources (b) Timeline (e)

(d)
 Cut and gather  The father  Timber,  Begin

materials plans and bamboo for collecting
organises blind and materials
 Prepared and
rafters, kunai during
planned for  The father with
grass, strong Christmas
the house elder sons
bush ropes, holiday
collect
 Build the
materials  Tools  Built the
house
needed to including bush house straight
 Gather and build the house knife, axe, after coffee
prepare food hammer, sew, season,
 Invite people
pick, crow bar between
 Collecting from the
June and July
water community  Food and
water money
 Mother, elder
daughters,  To pay for the
relatives and cost of some
older men materials and
prepare food food
 Children
collect water
for drinking
and for
cooking
Possible problems: (f)
 The family may not have sufficient funds to pay for some costs
 Might need appropriate tools
 Materials may need to be collected from far away places
 Materials may not be enough and some may need to be paid for
Possible Solutions: (f)

 Borrow money and tools
 Ask for assistance from family friends and relatives to help
 Plan and make garden (kaukau) targeting the time to build the house
1. (a) Define technology in your own words.

Technology is about skill, knowledge, expertise, know-how, equipment, machinery
and tools and of course its careful and selective use.
Technology is about an application of tools and methods for making things. It is about
using scientific knowledge to make or do practical things. It is also about making
choices in the use of resources every day to improve our lives and to make our
community a better place to live in.
(b) Give 2 examples of technologies used in your home. (Any 2 of these)

(i) fishing hook, bait and lines for fishing
(ii) sago making tool
(iii) spades
(iv) knives
(v) thongs to use to cook food in open fire
2. (a) What is a design process? Explain.

The design process is a set of steps applied to any project in order to make
something that is useful and that works well.
(b) What are the steps in the design process? List them.
(i) Investigate or identify problems and needs
(ii) Planning, designing and then making choices
(iii) Making Things
(iv) Checking and Testing
3. Read the story about the two friends and how they used the design process to
start a successful small business on page xx in the resource book. Then answer
these questions
(a) What was the girls‘ business idea? Why did they choose to carry out that idea?
Designing and making beautiful clothes to sell, especially lap laps, meri blouses
and shorts because people like wearing them and nobody was selling them at
the market.
(b) Look at what the girls did in each of the 4 steps. Describe what the girls did in
each of the steps
Step 1: Spent a few weeks to investigate to identify what was available and what
needed to be provided for sale by looking around at what people were wearing and
selling at both local and town markets. They even observed what people were
wearing. They also took note of the prices for fabrics.
Step 2: On paper they carefully designed the clothes they chose to sell. Then they
got right into measuring using a tape measure because it will guide them with costs
when buying the actual fabric. They used the price information they collected in
step 1 to calculate possible costs they will need to pay in order to get their income
from the sale of the clothes. Also in step 2 they had to decide where they will get the
money to start their business.
Step 3: Actual making stage. Distributed tasks between themselves, the girls planned
to sew 10 lap laps in 2 weeks by working 3 afternoons a week. They will use
Miro‟s mother‟s sewing machine.
Step 4: Checked the finished products to ensure quality of work, tried them out by
their sisters and mothers before selling them. Thought about how to increase their
profit and decided to make more lap laps.
REVISE STRAND 2 AND THEN DO STRAND 2 EXAMINATION IN

YOUR ASSIGNMENT 2 BOOK
ANSWERS TO STRAND 2
LESSON ACTIVITIES
GR 7 MAL S2 194 LA ANSWERS L 1-13
ANSWERS TO LESSON ACTIVITIES – L1-13

Lesson 1
Activity 1.1:
1. From the picture on the left, see if you can make two (2) lists, one with healthy
food and the other with junk food.
List 1: Healthy food - aibica/greens, kaukau, potatoes, tomatoes, ripe
banana, fish, prawns custard apple,
List 2: Junk - sweets & lollies, sweet biscuits, creamy biscuits, cordial, cream buns,
fizzy drinks
2. Find pictures of other food and paste them under their respective sections on a
chart. You can draw some of them too. Paste the chart in your house and talk to
your family members about benefits of eating healthy food and dangers of eating
junk food.
This is a practical activity. You really need to do this. It will help you to practically
identify junk food from healthy foods.
Activity 1.2:
Match each description with its correct food group. Write the letter of the correct
answer in the spaces provided.
1. C 2. A 3. B
Lesson 2
Activity 2.1:
2. What are the four food groups shown in this picture?
(a) Energy Food
(b) Protective Food
(c) Body-building Food
(d) High Energy Food
2. There are usually three food groups. What is the fourth one in this poster? High
Energy Food
3. Where would you classify water into? Why?
It is not easy to group water into any of the above categories although there are
some minerals in it which should qualify it into the protective food group. Water is
essential to all the processes in the body. As a result, water cannot be placed in
any one group but in all the groups.
Activity 2.2:
1. Study this food pyramid. Then in a sentence describe what it means. The food
pyramid shows us that it is healthy to eat plenty of fruits, vegetables, nuts and
grains some meat, cheese and milk and a little butter cream, oils and fats.
2. List five different types of food from the pyramid to give you a balanced meal.
Write next to each selected food what nutrient it will give you.
Here are five different types of food for a balance meal with each of their main
nutrient.
(a) Bread - carbohydrates
(b) Fish - protein
(c) ripe banana - protective
(d) Green banana - carbohydrates
(e) Peanuts - protein
Activity 2.3:
List two (2) advantages of sharing food.
(Possible answers, only 2 are required)
Sharing food has a number of advantages. They include;
- sharing is caring for one another
- keep relationships in tact
- helping others in need who will in return them when they are in need
- a way of serving and saving lives
- reduce wastage of good food
Activity 2.4:
List two (2) advantages and disadvantages of selling cooked foos and store goods on
streets and at market.
The answer depends on your opinion. You have the right of your opinion but you
must support it with a valid reason. The following are possible answers.
Opinion 1: The selling of cooked food and manufactured goods on streets is good
because;
- they sell at convenient locations, making it easier for those busy people who pass
by.
- they generally sell cheaply compared to the same items sold in the shops.
- they create employment for themselves and earn a honest living to support
themselves financially.
Opinion 2: The selling of cooked food and manufactured goods on the streets is not
good because;
- it is an unhygienic practice and those who eat from such places are likely to get
sick.
- they create a lot of rubbish, making the place look untidy.
- they make streets narrower, especially along busy streets in towns and cities, might
cause accidents.
Lesson 3
Activity 3.1:
Very quickly, examine your own diet by looking at the following questions.
Your answer to these questions (1 to 4) will depend on your setting and/or situation.
There is no one correct answer to this question, for example; the following is for
Maska, a teacher who works and lives in Port Moresby city.
1. What is your staple food?
Rice
2. How many meals do you have in a day?
Usually 3, sometimes 2
3. List the kinds of food eat every day in each meals?
Rice, tinned fish, noodles, aibica, amaranths (aupa) pumpkin, kaukau, banana,
carrots, beans, onions, coconut
4. How do you food for each meal?
Buy all the food in the list above.
5. Are your meals nutritious? Explain your answers. Sample answers.
Yes, especially the garden food.
No, some bought from shops contain a lot of fat or carbohydrate.
Activity 3.2:
Fill in the table below to make up your ideal meals. The food pyramid should help you
do this. Your ideal meal is one that you can possibly get within your means.
MY IDEAL MEAL
Meals Protective Foods Protein Foods Energy Foods
Breakfast Ripe bananas, Egg, milk Bread, butter ,

noodles,
coffee
sugar
Lunch Corn, cucumber Peanuts Biscuits
Dinner Greens, carrots, Chicken, beans, Rice, bananas,
onions, tomatoes, pitpit, peanuts kaukau, coconut
pawpaws, pumpkins cream
Activity 3.3:
1. Find out about the following lifestyle diseases and write them down. Tuberculosis,
Heart Attack, Stroke, Obesity, Diabetes and Hypertension.
Lifestyle Diseases
Tuberculosis an infectious disease that causes small rounded swellings
(tubercles) to form on mucous membranes, especially pulmonary tuberculosis that
affect the lungs
Heart attack: A heart attack, also known as a myocardial infarction, usually occurs
when a blood clot forms inside a coronary artery at the site of an atherosclerotic
plaque. The blood clot severely limits or completely cuts off blood flow to part of
the heart. A person having a heart attack typically feels an intense, crushing pain
in the chest, especially on the left side. The pain may radiate to the person‟s neck,
jaw, and left arm. Other signs of a heart attack include profuse sweating, nausea,
and vomiting.
Stroke: stoppage of blood flow to brain: a sudden blockage or rupture of a blood

vessel in the brain resulting in, e.g. loss of consciousness, partial loss of
movement, or loss of speech. Technical name cerebrovascular accident
Obesity: clinically overweight: having a body weight more than 20 percent

greater than recommended for the relevant height and thus at risk from several
serious illnesses, including diabetes and heart disease. Extremely or unhealthily
fat.
Diabetes mellitus: metabolic disorder affecting blood sugar levels: a disorder in

which there is no control of blood sugar, through inadequate insulin production
Type 1 or decreased sensitivity to insulin Type 2, causing kidney, eye, and nerve
damage
Hypertension: unusually high blood pressure. Arterial disease accompanied by

high blood pressure.
2. Search in the old newspaper to find some articles related to lifestyle diseases.
Then cut and paste one into your workbooks and label it as lifestyle diseases.
This is a sample answer.
A FIGHT AGAINST A LIFESTYLE DISEASE
Source: From The National, Friday 25 March, 2011

Lesson 4
Activity 4.1:
List some methods of cooking that your family uses to prepare your meals.
Different methods to cook including boiling, smoking, roasting, frying, mumuing,
grilling.
Activity 4.2:
1. Do you celebrate any special event with your family?
A birthday, students going to the next level of education, especially tertiary level,
new year celebrations, celebrating lives of people who passed away, finishing
funeral or Haus Karai.
2. Describe one family celebration you attended which involved sharing a meal. Give
reasons for the celebrations.
Maska was part of his family feast to commemorate the life of his late bubu who
passed on a year ago. They killed 15 pigs and invited many relatives, friends, and
tribesmen. They did a big highlands mumu.
Lesson 5
Activity 5.1:
Write repair, maintenance or improvement as they apply to the activities listed below.
1. Improvement, 2. Repair, 3. Improvement, 4. Improvement, 5.
Maintenance
Activity 5.2:
Draw or paste a picture of your house and label the building materials.
The diagram of your house will depend on the type of your family house.
Roof -corrugated iron roof

Inside wall - plywood
Outside wall - fibro wall
Low post - iron post
Ceiling - plywood
Windows - steel louver frames and glass louver blades
All other parts including stairs, rafters, flooring, frames, etc is timber
Activity 5.3:
Visit the nearest school in your community in order to answer the following questions.
You probably attended that school.
This will depend on your primary school in your community. Here is the sample
answer from Maska.
1. What is the name of the school?
Boreboa Primary School in the National Capital District
2. How many teachers are there in the school?
There are 40 teachers in the school
3. How many students are there?
There are almost 1000 students.
4. How many classrooms are there?
There are 6 double classroom buildings containing 4 classrooms each and 4
buildings with just 2 classrooms
5. Describe the building materials used to build the classrooms and the staffroom?
All permanent classrooms. V cream outside walls, iron posts for the raised
buildings all other frames timber, basement cement floor, top timber flooring.
Mess wires used on windows for security metal louver frames and glass louver
blades
6. Describe the state of the staffroom?

Most double classroom buildings are newly built. Few classrooms are in a poor
state. Students have vandalised the properties. A lot of maintenance is required.
Louvers missing, plenty of holes in the walls, cement floor is all eaten away.
Activity 5.4:
1. What are the purposes of the different types of buildings in the above set of
pictures?
The purposes of the houses in the pictures are;
(a) House win for resting and sometimes for family meetings too.
(b) Aid post or a health centre for medical services
(c) Traditional Cultural building for rituals and customary activities
(d) Coastal family houses built over the sea shore
(e) Common family houses on the coast, increasingly becoming common in the
highlands too.
(f) A church to hold its church meetings
2. List the three (3) problems you will face if you continue to use a house with a
leaking roof with no repair or maintenance being carried out?
Problems I will face if I continue to use the house with a leaking roof is that the rain
water will seep through the iron roof and onto the ceiling and cause the ceiling to
rot over a period of time. Ceiling paints will peel off and if no attention is given to it,
the water will seep through and cause the wall and the flooring that has contact
with this rain water will rot away.
1. Copy this table and list the different types of buldings found in the respective
columns.
This is for Maska. Yours may not be the same as this.
DIFFERENT KINDS OF BUILDINGS
Buildings at my Buildings in my Buildings in my town

School community
1 Classrooms CLTC - Church House Rumana
2 Staff room Pangia Store Haus Parliament
3 Science lab Family house Credit Corporatgion
4 Mess Community Hall Mirigini House
5 School canteen Housing Commission Ela Beach Tower

Hostel
6 Tool shed Stop & Shop North Deloites Tower

Waigani
Lesson 6
Activity 6.1:
Describe the maintenance needs you see in each of the pictures above.
1. Changing kunai roof
2. Replacing louver blades and patching iron roof, post, door, steps
Activity 6.2
Imagine you had the following maintenance needs for your house. Which one would
be your priority task? Why?
 spoilt front door lock
 toilet cistern does not function, water freely running into the pot
 one kitchen cupboard door comes off
There is no one correct answer to this question. However, you must give a good
reason for your priority task.
The problem with the toilet is a priority to Maska who lives in a house with 9 other
people in an urban centre, because the toilet is inside the house and it will stink if not
fixed immediately.
Lesson 7
Activity 7.1:
Refer to the above pictures to answer the questions that follow.
Do you the names of these tools. Write down their names.
1. The tools in the picture include;
hammer shifting spanner screw driver

bolt cutter tape measure saw
an electric drill an electric plane pliers
2. Select only three (3) tools in the picture and briefly describe the use of each of
them. For example; a tape measure correctly used to measure before cutting.
Any three of the following answers.
(a) Shifting spanner – used to fasten and unfasten nuts to bolts, valves etc. This
hand tool is sometimes called walkabout spanner because of its mobility when
in use.
(b) Hammer - is used to drive nails into timber
(c) Electric drill – is used to create holes in walls, wood, etc using electricity.
There are manual or hand drills too.
(d) Saw - is a hand tool used to cut wood into desired shapes and sizes
(e) Plane - is tool for smoothing wood: It has an adjustable metal blade at an
angle, for smoothing and levelling wood
(f) Screw driver - tool for fastening screws and driving screws that consists of a
handle or power tool with a metal rod shaped at the tip to fit into the head of a
screw
(g) Tape measure – a length measurer:, a long roll or strip of fabric, plastic, paper,
or thin metal that is marked off in inches or centimetres for measuring the
length of something
(h) pliers - a gripping tool or a hand tool with two hinged arms ending in jaws that
are closed by hand pressure to grip something
Activity 7.2
What would you do to a pair of pliers if it is rusty and would not open for use?
If a pair of pliers were rusty and would not open for use, I will clean it out and apply
oil or grease to the affected area. If it still does not work after oiling or greasing then I
will buy a new one.
Activity 7.3
Below is a set of instruction to carry out a maintenance task. List materials you will
need to carry out the activity.
The materials needed for repainting include;
- Paints
- Painting brush
- Turpentine or kerosene to clean brush
- To stand on to reach the top end
- Sand paper
Activity 7.4
When carrying out window maintenance, you need materials. However, in the above
what materials would you need? Make a list of them
When carrying out window maintenance, we need
- louver blades
- pliers
- blade cutting tools
- soft rags
- oils and greases
- screw driver
Lesson 8
Activity 8.1:
1. The writer expressed concern regarding outdated goods sold by retailers and
wholesales
2. Both were at fault. The seller in the first place should not have sold out dated
goods. It is prohibited by law. However, the buyer is also at fault because it is the
buyer‟s responsibility to check for such things before buying.
Lesson 9
Activity 9.1:
Who is /are the current commissionaires for ICCC? They are;
1. Associate Professor Billy Manoka
2. Commissioner Non resident
Activity 9.2:
What is the Goods Act?
The Goods Act is the law to protect the consumers mainly of their safety. It also aims
to protect consumers against purchasing goods of poor quality.
Lesson 10
Activity 10.1:
You need 1000 grams (1kg) of OMO washing powder to do your laundry. Which one
of the above would you buy? Why?
The best buy is to buy the 1kg packet at K9.50 because it is 10t cheaper than 2 500
gram packets at K4.80 and 50t cheaper than 4 packets of 250 grams.
250g x 4 = 1000 grams @ 2.50 x 4 = K10.00

500g x 2 = 1000 grams @ 4.80 x 2 = K09.60
1000g x 1 = 1000 grams @ 9.50 x 1 = K09.50 best buy because it is 10 and
50 toea cheaper that the other two respectively.
Lesson 11
Activity 11.1:
1. Briefly define the following terms;
Physical - relating to the body rather than to the mind, the soul, or the feelings,,
Real and touchable, existing in the real material world, rather than as an idea or a
notion and able to be touched and seen.
2. Psychological - of human mind, relating to the mind or mental processes,
affecting or intended to affect the mind or mental processes.
3. Opportunity - a chance , especially one that offers some kind of advantage
Activity 11.2:
1. Do you think there was a need to develop writing?
Yes
2. What type of people‘s needs have been satisfied by the art of writing?
A lot of people‟s needs were satisfied by the art of writing.
Activity 11.3:
1. What need gave rise to the people the idea of using fire?
The need to keep themselves warm, the need to cook food, the need to cultivate
the land and the need to make decorations,
2. What need gave people the idea to even build shelters for themselves?
The need for dry and warmth, safety, security and privacy caused people to build
shelter
Lesson 12
Activity 12.1:
1. What do you think people in the picture are trying to meet?
Needs for food, vegetables, pumpkin, top, greens, etc.
2. Whose need are they trying to meet?
Vegetable needs for a family is going to be met. Vegetable need for the
community will also be met when there is more than enough for the family.
3. What resources are used in providing that need?
Resources used in the process of providing these foods are;
(a) land
(b) human labour
(c) seeds/seedlings
(d) water and its agents
(e) stakes and ropes
(f) Tools including spades, bush knives, fork, rakes, etc.
Lesson 13
Activity 13.1:
1. Who is the inventor and where is he from?
The inventor is Thomas Edison, an American
2. Identify and list four (4) stages of the design process in this invention
The design process
(a) Step 1: Investigate or identify problems – People already used electric arc
lights, which produced light by creating an arc of electricity between two wires.
However, the blinding glare these arc lights gave off made them unsuitable for
home use.
(b) Step 2: Planning, designing and making choices - Edison, like others
before him, conceived the idea of a light with a glowing wire, or filament,
made of a substance that could endure very high temperatures without
fusing, melting, or burning out.
(c) Step 3: Making things - After hundreds of trials and more than a year of
steady work, Edison developed a high-resistance carbon-thread filament
that burned steadily for more than 40 hours.
(d) Step 4: Checking and testing - After hundreds of trials and more than a
year of steady work, Edison developed a high-resistance carbon-thread
filament that burned steadily for more than 40 hours.
3. List the highlighted words and find their meaning.
(a) Patenting – an exclusive right granted officially by a government to an inventor
to make or sell an invention.
(b) phonograph – a record player
(c) conceived – formed an idea concept of something in your mind, or think up
something such as a plan or an invention that could be put into action
(d) endure – to experience pain or hardship without giving up
(e) Filament – a thin wire that produces light in an incandescent bulb or gives off
electrons in a vacuum tube when electricity passes.
END OF ANSWERS TO LESSON ACTIVITIES IN STRAND 2

GO TO YOUR ASSESSMENT BOOK AND DO YOUR TEST 2,
THE STRAND EXAMINATION AND THE PROJECT
GR 7 MAL S2 211 TITLE
REFERENCE
GR 7 MAL S2 212 REFERENCE
Reference
(1) Bell Street Directory, (2009), Papua New Guinea

(2) ETHIRVEERASINGAM N. & et al, (1993), Agriculture for Melanesia, Pearson
Education, Australia.
(3) Hagunama E. (2006), Basic Maintenance, (Life Skills in the Pacific Series),
(4) Oxford University Press, 3205, Australia.
(5) Hagunama E. (2007), Basic Building, (Life Skills in the Pacific Series), Oxford
University Press, 3205, Australia.
(6) Images from Picture File Taken from Google‘s Website
(7) Images from Pogla‘s Family Picture File
(8) NORMAN P. & et al, (2005), Making a Living, Book 1, Oxford University
Press, Victoria 3205, Australia.
(9) NORMAN P. & et al, (2005), Making a Living, Teacher Resource Book,
Oxford University Press, Victoria 3205, Australia.
(10) NORMAN P. & et al, (2005, Making a Living, Book 2, Oxford University
Press, Victoria 3205, Australia.
(11) O’Neill E. (1994), Business Practice in Papua New Guinea, Dellasta, Pty Ltd,
Victoria3149, Australia
(12) OSSOM M. & Kapari M. (1996), Agriculture for Melanesia Book 2, Pearson
Education, Australia.
(13) REID K. ( 2005) & et al, ( 2005), Making a Living, Grade 6, Teacher‟s
Resource Book, Pearson Education, Victoria, Australia.
(14) ROBERTSON B. & et al (2008), Making a Living, Outcomes, Grade 7,
Teacher‟s Resources Book, Pearson Education, Victoria, Australia.
(15) ROBERTSON B. & et all (2008), Making a Living, Outcomes, Grade 7,
Students Book, Pearson Education , Victoria, Australia.
(16) SOLIEN A. (2005), Healthy living in Papua New Guinea, (Life Skills in the
Pacific Series,) Oxford University Press, Victoria, 3205, Australia.
(17) TAWALI S. (2006), Basic Cooking, (Life Skills in the Pacific Series), Oxford
University Press, Victoria 3205, Australia.
GR 7 MAL S2 213 COMMENTS
STUDENTS AND MARKER’S COMMENTS
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GR 7 MAL S2 214 COMMENTS
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GR 7 MAL S2 215 CENTRES & PROGRAMS
FODE PROVINCIAL CENTRES CONTACTS
PC FODE CUG CUG

NO. PROVINCIAL ADDRESS PHONE/FAX PHONES CONTACT PERSON PHONE
CENTRE
1 DARU P. O. Box 68, 6459033 72228146 The Senior 72229047
Daru Coordinator Clerk
2 KEREMA P. O. Box 86, 6481303 72228124 The Senior 72229049
Kerema Coordinator Clerk
3 CENTRAL C/- FODE HQ 3419228 72228110 The Senior 72229050
Coordinator Clerk
4 ALOTAU P. O. Box 822, 6411343 / 72228130 The Senior 72229051
Alotau 6419195 Coordinator Clerk
5 POPONDETTA P. O. Box 71, 6297160 / 72228138 The Senior 72229052
Popondetta 6297678 Coordinator Clerk
6 MENDI P. O. Box 237, 5491264 / 72228142 The Senior 72229053
Mendi 72895095 Coordinator Clerk
7 GOROKA P. O. Box 990, 5322085 / 72228116 The Senior 72229054
Goroka 5322321 Coordinator Clerk
8 KUNDIAWA P. O. Box 95, 5351612 72228144 The Senior 72229056
Kundiawa Coordinator Clerk
9 MT HAGEN P. O. Box 418, 5421194 / 72228148 The Senior 72229057
Mt. Hagen 5423332 Coordinator Clerk
10 VANIMO P. O. Box 38, 4571175 / 72228140 The Senior 72229060
Vanimo 4571438 Coordinator Clerk
11 WEWAK P. O. Box 583, 4562231/ 72228122 The Senior 72229062
Wewak 4561114 Coordinator Clerk
12 MADANG P. O. Box 2071, 4222418 72228126 The Senior 72229063
Madang Coordinator Clerk
13 LAE P. O. Box 4969, 4725508 / 72228132 The Senior 72229064
Lae 4721162 Coordinator Clerk
14 KIMBE P. O. Box 328, 9835110 72228150 The Senior 72229065
Kimbe Coordinator Clerk
15 RABAUL P. O. Box 83, 9400314 72228118 The Senior 72229067
Kokopo Coordinator Clerk
16 KAVIENG P. O. Box 284, 9842183 72228136 The Senior 72229069
Kavieng Coordinator Clerk
17 BUKA P. O. Box 154, 9739838 72228108 The Senior 72229073
Buka Coordinator Clerk
18 MANUS P. O. Box 41, 9709251 72228128 The Senior 72229080
Lorengau Coordinator Clerk
19 NCD C/- FODE HQ 3230299 Ext 72228134 The Senior 72229081
26 Coordinator Clerk
20 WABAG P. O. Box 259, 5471114 72228120 The Senior 72229082
Wabag Coordinator Clerk
21 HELA P. O. Box 63, Tari 73197115 72228141 The Senior 72229083
Coordinator Clerk
22 JIWAKA c/- FODE Hagen 72228143 The Senior 72229085
Coordinator Clerk
SUBJECT AND GRADE TO STUDY
GRADE LEVELS SUBJECTS/COURSES

1. English
2. Mathematics
3. Personal Development
Grades 7 and 8
4. Social Science
5. Science
6. Making a Living
1. English
2. Mathematics
Grades 9 and 10 4. Science
5. Social Science
6. Business Studies
7. Design and Technology- Computing
1. English – Applied English/Language&
Literature
2. Mathematics - Mathematics A / Mathematics
B
3. Science – Biology/Chemistry/Physics
Grades 11 and 12
4. Social Science –
History/Geography/Economics
6. Business Studies
7. Information & Communication Technology
REMEMBER:
 For Grades 7 and 8, you are required to do all six (6) courses.
 For Grades 9 and 10, you must study English, Mathematics, Science, Personal
Development, Social Science and Commerce. Design and Technology-Computing is
optional.
 For Grades 11 and 12, you are required to complete seven (7) out of thirteen (13)
courses to be certified.
Your Provincial Coordinator or Supervisor will give you more information regarding
each subject.
GRADES 11 & 12 COURSE PROGRAMMES

No Science Humanities Business
1 Applied English Language & Literature Language & Literature/Applied
English
2 Mathematics A/B Mathematics A/B Mathematics A/B
3 Personal Development Personal Development Personal Development
4 Biology Biology/Physics/Chemistry Biology/Physics/Chemistry
5 Chemistry/ Physics Geography Economics/Geography/History
6 Geography/History/Economics History / Economics Business Studies
7 ICT ICT ICT
Notes: You must seek advice from your Provincial Coordinator regarding the recommended courses in each
stream. Options should be discussed carefully before choosing the stream when enrolling into Grade 11.
FODE will certify for the successful completion of seven subjects in Grade 12.
CERTIFICATE IN MATRICULATION STUDIES

No Compulsory Courses Optional Courses
1 English 1 Science Stream: Biology, Chemistry, Physics
2 English 2 Social Science Stream: Geography, Intro to Economics
and Asia and the Modern World
3 Mathematics 1
4 Mathematics 2
5 History of Science &
Technology
REMEMBER:
You must successfully complete 8 courses: 5 compulsory and 3 optional.

Gr7 Making A Living S2

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Gr7 Making A Living S2

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GRADE 7

STRAND 2: BETTER LIVING

FLEXIBLE OPEN AND DISTANCE EDUCATION

Compiled by: Lucy Joseph

Department Editors: Doris Payok

Subject Content Editor: Silas Umaropi

Sub-editors: Lorrain Achee

In this strand you will learn about;

SUBSTRAND 1: HEALTHY LIVING

SUBSTRAND 2: CARE AND MANAGEMENT

SUBSTRAND 3: WISE CONSUMER

SUBSTRAND 4: MAKING THINGS

We acknowledge the contributions of all Primary Teachers who in one way or

We also acknowledge the professional guidance provided by Curriculum and

DIANA TEIT AKIS

Published in 2017 by the Flexible, Open and Distance Education

All rights reserved. No part of this publication may be reproduced, stored in a

Printed by the Flexible, Open and Distance Education

Substrand 2: Care and Management ................................................................................ 47

Substrand 3:Wise Consumer.................................................................................. 77

Substrand 4: Making Things................................................................................. 105

This is a provision by Flexible, Open and Distance Education as an alternative

Flexible, Open and Distance Education curriculum is guided by the Department of

 To facilitate and promote the integral development of every individual

The college is enhanced to provide alternative and comparable pathways for

Welcome to Strand 2 of Grade 7 Making A Living.

The strand ‘Better Living’ incorporates the following substrands;

Substrand 1: Healthy Living

Substrand 2: Care and Management

Substrand 3: Wise Consumer

Substrand 4: Making Things

The course book is accompanied by the supplementary book. The supplementary

Introduction Lesson Activity Reading Summary

WEEKS SUBSTRAND / ASSESSMENT COMMENTS

1-2 Substrand 1 Substrand 1 Test

3-4 Substrand 2 Substrand 2 Test

5-6 Substrand 3 Substrand 3 Test

7-8 Substrand 4 Subtrand 4 Test

In this substrand, you will learn about:

 Positive and negative aspects of nutritious diets

 Local food sources and their nutritional values and

 Plan nutritious meals to meet nutritional requirements of

 Suggest and apply practical ways to produce, obtain,

SUBSTRAND 1: HEALTHY LIVING

Welcome to Substrand 1: Healthy Living. It refers to a lifestyle showing

Lesson 1: Food and Food Groups

Lesson 2: Nutritious Diets and their Food Sources

Lesson 3: Nutritional Diet requirements for different people

Lesson 4: Planning Nutritious Meal

Nutritious fresh vegetables

Lesson 1: Food and Food Groups

Why is it important to learn about food and its nutrients?

Healthy foods Junk foods

Activity 1.1: Complete the activities given below.

What are nutrients and how do they work in our body?

The food groups

Body building or growth food

Fish is high in protein Eggs are a good source of protein

Foods containing carbohydrates Foods containing mostly fats

Activity 1.2: Complete the activity given below.

Descriptions Food Groups

Healthy child Malnourished child

Source: Internet- 2013.